JCPSLP November 2017

2008-2010

2011-2012

2013 Trial 3-week clinical placement 12 students Self-funded Orientation and Debrief

2014 SPinVietNam 14 students Short-term mobility funding Educator preparation Formal language lessons

2015 PPD Model 11 students Embedded in curriculum Preparation- Placement- Debrief and Dissemination

2016 NuSpeech 4-week clinical placement

Additional clinical experience Volunteer SLP 1-2 students

Volunteer Academic/Clinical Educator Meetings with key stakeholders

16 students across 4 clinical sites and 2 countries Formal evaluation Replication

Figure 1. Summary of the development of NUSpeech international clinical placement model in Viet Nam, 2008–2016

NUSpeech international clinical placement model Consistent with literature in the area of cross-cultural speech pathology in international, majority-world contexts (Atherton, Dung, & Nhân, 2013; Hopf, 2014; Wylie, McAllister, Davidson, & Marshall, 2016), the NUSpeech model is grounded in knowledge gained over the past eight years of collaboration with partners in Viet Nam. The three phases of preparation, placement and debrief/dissemination forming the basis of the model ensure that students are prepared, supported and provided with a learning environment to enable personal growth and develop required professional skills and competencies. Equally, the core of the model ensures that the needs of all key stakeholders are met (see Figure 2). In this paper, the essential components of each phase of the NUSpeech model are described, illustrating the need to carefully consider partnerships, capacity building, and sustainability to ensure success. Key principles of clinical education including reflection and supervision are also discussed. Phase 1. Preparation The need for adequate preparation prior to commencing work in another culture has been highlighted previously (e.g., Trembath, Wales & Balandin, 2005; Balandin, Lincoln, Sen, Wilkins, & Trembath, 2007). The NUSpeech model acknowledges the importance of adequate preparation and during phase 1 important philosophies and skills underlying clinical practice in culturally and linguistically diverse contexts are examined with the speech-language pathology students. Since 2013, NUSpeech has been embedded in the curriculum of the bachelor honours program. Eligible students enrol in a specific learning stream: Speech Pathology in South East Asia. In addition to the international clinical placement, they also complete a 20-unit online elective course designed to allow for advanced level study in areas of relevant research, including social inequalities and determinants of health status, access to health care and education, volunteering, working with interpreters, working with families and communities, health promotion, digital health, and working with cultural and linguistic

diversity. The students also undertake a significant independent learning project in collaboration with international partner organisations. Student attributes The NUSpeech selection process requires students complete an expression of interest and an interview. The process is designed to explore students’ reasons for wanting to undertake an international placement experience, as well as identify opportunities, contributions and possible challenges that might be associated. Applicants who demonstrate a high level of clarity, initiative, flexibility and understanding of how the placement and associated learning contributes to the development of desirable graduate attributes of professionalism, community responsiveness and scholarship are prioritised. Reflection before action Following selection, students are required to reflect on the attributes that they bring to the experience. This occurs during the selection process and group reflection activity in the orientation program. Students undertake a 4-day orientation program. Two days are spent on campus problem- solving and exploring the challenges of travelling and working in another country, learning and understanding the language and culture, team-building activities, and planning for specific cases the students will work with in Viet Nam. Clinical preparation As part of the orientation program students also complete a two-day clinical placement in school settings and non- government organisations working with school-aged children and individuals with disability before departing for their international experience. These onshore clinical experiences help to prepare the students for similar cases and situations they are likely to encounter on their international placement. The clinical educators who supervise these days provide feedback to the NUSpeech clinical educator in relation to the professional and clinical competencies outlined in COMPASS ® (McAllister, Lincoln, Ferguson & McAllister, 2013). This information helps guide and establish clinical goals for the student during the international placement.

Annemarie Laurence (top) and Gwendalyn Webb

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JCPSLP Volume 19, Number 3 2017

Journal of Clinical Practice in Speech-Language Pathology