|Title:||Influences on Competency Development in Speech Pathology Students|
|Publisher:||University of Sydney.|
Faculty of Health Science.
|Abstract:||Due to shortages of clinical education experiences for allied health students, there is a risk that curriculum decisions are made based on availability of experiences rather than evidence regarding competency development. This research was situated in the speech pathology profession in Australia. The aims were to establish current clinical education practices internationally and the drivers behind these practices, explore growth of competency in a cohort of students, and compare impacts of features of clinical placements on students’ competency growth. This was achieved through three related studies. University personnel from speech pathology programs in seven countries were surveyed regarding the clinical placement and supervisory models used and drivers for choice of these models. The COMPASS® competency assessment tool was used to compare competency development of third year speech pathology students in placements which differed by caseload, intensity and setting. Competency development across the final two years of an undergraduate program was also investigated. Traditional placement and supervisory models are most commonly used, with some correlations between frequency of use and opinions of effectiveness. Drivers for choice of models included availability of placements, clinical educator factors such as training and availability and standards of professional associations. Results indicate that competency follows a developmental continuum suggesting that learning and competency transfer between placements. Students in placements with a paediatric caseload had greater growth of competency than those with adult caseloads. There were no differences in competency growth between groups of students who completed different intensities of placements or settings. The sequences of placements experienced did not have a significant effect on competency over a longer term.|
|Access Level:||Access is restricted to staff and students of the University of Sydney . UniKey credentials are required. Non university access may be obtained by visiting the University of Sydney Library.|
|Rights and Permissions:||The author retains copyright of this thesis. It may only be used for the purposes of research and study. It must not be used for any other purposes and may not be transmitted or shared with others without prior permission.|
|Type of Work:||PhD Doctorate|
|Type of Publication:||Doctor of Philosophy Ph.D.|
|Appears in Collections:||Sydney Digital Theses (University of Sydney Access only)|
|Lyndal Sheepway PHD.pdf||22.84 MB||Adobe PDF|
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