JCPSLP November 2016

language and cultural barriers; and learning to work with interpreters. Participants started to develop an understanding of what the acceptable norms are in Vietnamese culture in relation to learning and asking questions. Using the knowledge gained through several interactive discussions with students and colleagues, participants began to understand how to manage cultural differences particularly in relation to learning and teaching, as illustrated in the quotes below. Julie: … it was really only once I had been in Vietnam for a week or so that I started to see a little better the expected behaviours, beliefs, values, practices and customs. That is, I learned much more within the context of the culture. This was informed by observations, opportunities to de-brief with a colleague, and LOTS of opportunities to interact with the students and critically, discuss cultural differences with them … Helen: With students, I needed to break down this barrier [of hierarchy and officialness] to encourage them to ask questions. There seemed to be a concept of “saving face” and a feeling that asking a question indicated not knowing something. The majority of students with whom participants worked had little English, and this presented numerous communication barriers. While the interpreters were able to assist with overcoming these barriers, the volunteers (as exemplified in Helen’s quote) were aware that cultural differences existed in terms of power and hierarchy between teachers and students and that this impacted on what it was acceptable to communicate about. Lucy: Although a few of the students did have good English skills, I was aware that not all of them did. Initially when I spoke the students with the better English would reply before the interpreter could translate. I felt that that was a weakness on my part. I then focused on pausing after I spoke to allow the interpreter to translate. I was more assertive when students would reply in English and I requested them to speak in Vietnamese to help the other students in the group. I have worked with interpreters before in my job but not to the level that is required in Vietnam. Impact on professional development The participants wrote about a number of positive impacts of the volunteer CE experience on their professional development. These impacts included reaffirmation of the depth of knowledge and experience gained over years of practice and also the recognition that clinical knowledge and practice change over the course of a career and hence the need to seek continuing professional development (see for example Anna) or further education. Anna: It made me very conscious of how much clinical knowledge and practice changes over time and has reinforced the need for ongoing professional development and clinical discussion. For some, the volunteer experience improved leadership skills and time management skills. For others it ignited or rekindled enthusiasm for the profession. Lucy: I feel that it has improved my leadership skills. Maria: I suppose I’d become a bit jaded. But the time I had volunteering for Trinh really motivated me and revived my enthusiasm for the profession.

Kerrie astutely commented on coming to understand what was achievable in short time frames and the issues around sustainable impact of development work such as this. Kerrie: I wanted to see … change “large scale and lots of it!” for the clients and families in Vietnam, which was not at all realistic, just a natural response to seeing a country and a health system where the speech pathology profession is so new. Being part of a longer term, more sustainable answer to the problem really The volunteers identified positive impacts of the Vietnam experience on their clinical practice in Australia. The impacts included less reliance on resources, tests and equipment, needing to “think outside the square”, increased patience, observation skills and clinical reasoning. One volunteer specifically wrote about new theoretical knowledge she acquired as a result of the experience. Maria: Not having access to the “western” resources, equipment and standardised tests has meant that I have needed to rely on the limited resources available which I believe has helped me to think outside the square regarding therapy approaches and assessment [in Australia]. Helen: Working in Vietnam certainly raised awareness of CALD issues in health care. It encouraged me to pursue translating speech pathology written information (e.g., brochures) into different languages and to investigate working these themes into our health promotion practices [in Australia]. Maggie: I have gained a lot of theoretical knowledge through volunteering, in particular in the area of cochlear implant and parent implemented therapy. I have been able to use this new knowledge in my clinical practice [in Australia]. Enhanced skills and interest in clinical education The volunteering experience served to further develop skills and interest in clinical education. For some like Anna and Carol, there had been a long absence from engagement in clinical education. Some participants reported that the experience in Vietnam reminded them how much they enjoyed clinical education. Volunteers such as Anna and Stephanie wrote about how the experience helped refine their reflection, analytic and clinical teaching skills. These experiences are illustrated by the following quotes. Anna: It certainly reacquainted me with the pleasure of working with students again. Lucy: Previously I have only worked with students in one-to-one blocks. This experience helped me work with 4–5 students at a time. It helped develop my time management skills. Stephanie: I had to step back and reflect upon my actions and teaching methods and how they were impacting upon the students’ ability to learn from me. Discussion This paper presents new data on the experiences of speech-language pathologists who volunteered as CEs in a helped me to see the value in patience. Impact on clinical practice in home country

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JCPSLP Volume 18, Number 3 2016

www.speechpathologyaustralia.org.au