A preliminary hospital-based study of a hybrid placement incorporating traditional and non-traditional placement and supervisory model elements: Perspectives of undergraduate speech-language pathology.

Abstract

Purpose: This preliminary study sought to explore speech-language pathology students' perspectives of a novel placement experience embedding traditional and non-traditional placement and supervisory model-elements in a hospital setting.

Method: A mixed-method sequential explanatory design was used, incorporating an online survey comprising of 26 questions and a focus group. Descriptive statistics were obtained and a reflexive thematic approach was used to analyse the transcripts.

Result: Six final-year speech-language pathology students on their entry-level 32-day adult placement participated. This novel placement model was perceived as highly successful, fostering competence, confidence, and professional identity. Contextual factors were viewed as critical to its success and related to both the hybrid placement and supervision model components. The importance of diverse and practical learning experiences, a supportive learning environment, and the supervision style of the primary clinical educator were viewed as important for learning success.

Conclusion: It appears that a hybrid placement experience embedding traditional and student-led clinic elements and combining supervision models, can optimise the development of occupational and professional competence in undergraduate speech-language pathologists. Clinical educators who allow increased opportunities for 'learning from mistakes', and a positive learning culture that fosters connectedness, are important to facilitate undergraduate speech-language pathologists' independent decision making and improved confidence.