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Geddes, E. L., Wessel, J., & Williams, R. M. (2004). Ethical issues identified by physical therapy students during clinical placements. Physiotherapy Theory and Practice , 20 , 17–29. Kenny, B., Lincoln, M., Grono, K., & Balandin, S. (2009). Ethical perspective on quality of care: The nature of ethical dilemmas identified by new graduate and experienced speech pathologists. International Journal of Language and Communication Disorders , 44 (4), 421–439. Kinsella, E. A., Park, A. J., Appiagyei, J., Chang, E., & Chow, D. (2008). Through the eyes of students: Ethical tensions in occupational therapy practice. Canadian Journal of Occupational Therapy , 75 (3), 176–83. Lemonidou, C., Papathanassoglou, E., Giannakopoulou, M., Patiraki, E., & Papadatou, D. (2004). Moral professional personhood: Ethical reflections during initial clinical encounters in nursing education. Nursing Ethics , 11 (2), 122–137. McAllister, L. (2006). Ethics in the workplace: More than just using ethical decision-making protocols. ACQuiring knowledge in Speech, Language and Hearing , 8 (2), 76–80. McAllister, L., Penn, C., Smith, Y., Van Dort, S., & Wilson, L. (2010). Fieldwork education in non-traditional settings or with non-traditional caseloads. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 39–47). Rotterdam, The Netherlands: Sense Publications. McAllister, S., Lincoln, M., Ferguson, A., & McAllister, L. (2006). COMPASS ® Competency assessment in speech pathology . Melbourne: Speech Pathology Australia. Penn, C. (2009). Commentary on scenario 7.1. In R. Body & L. McAllister (Eds.), Ethics in speech and language therapy (pp. 128–131). Oxford, UK: Wiley & Sons. Physiotherapy Board of Australia. (2010). Code of conduct for registered health professionals . Retrieved from http://www.physiotherapyboard.gov.au/documents/default. aspx?record=WD10%2F1305&dbid=AP&chksum=ZHD%2 FZrWPlrKq2uFarD1jOg%3D%3D Speech Pathology Australia. (2010). Code of ethics . Melbourne: Author. Togher, L. (2009). Commentary on scenario 5.1. In R. Body & L. McAllister (Eds.), Ethics in speech and language therapy (pp. 79–81). Oxford, UK: Wiley & Sons. Elizabeth Bourne , Lyndal Sheepway , Natalie Charlton , Andrew Kilgour and Julia Blackford are associate lecturers at Work Integrated Learning, Faculty of Health Sciences, The University of Sydney. Marcelle Alam is manager of Work Integrated Learning, Faculty of Health Sciences, The University of Sydney. Lindy McAllister is professor and associate dean of Work Integrated Learning, Faculty of Health Sciences, The University of Sydney. Correspondence to: Professor Lindy McAllister, PhD Professor and Associate Dean of Work Integrated Learning Faculty of Health Sciences The University of Sydney, NSW 2006 phone: +61 (0)2 93151 9026 email: lindy.mcallister@sydney.edu.au This article was originally published as: Bourne, E., Sheepway, L., Charlton, N., Kilgour, A., Blackford, J., Alam, M., & McAllister, L. (2013). Ethical awareness in allied health students on clinical placements: Case examples and strategies for student support. Journal of Clinical Practice in Speech Language Pathology , 15 (2), 94–98.

provide additional support for students who are continuing to experience ethical distress. It must be noted that although this is a confidential process, educators have an obligation to report any suspected cases of abuse to their employer or relevant authority. Conclusion It is clear that students are ethically aware and require guidance and facilitation to become ethical practitioners. At entry level, it is still appropriate for graduates to require assistance with ethical dilemmas. Both university and clinical educators play a vital role in students’ ethical development, which can be facilitated in the following ways. Clinicians must be ethically aware and cognisant that students may find a situation ethically challenging. Offering opportunities for structured debriefing sessions will allow students the opportunity to discuss ethical issues witnessed and augment their knowledge base. It is vital for clinicians to provide students with a welcoming environment where they are made to feel comfortable and encouraged to discuss any ethical dilemmas. University educators and clinicians must inform the student of appropriate people at the placement site with whom they can discuss ethical tensions or dilemmas. This is an essential component in ensuring that any ethical issues experienced by students are addressed early, before ethical dilemmas or distress occur. University educators must fully brief students before they commence clinical placement to the possibility of ethical tensions arising, how to identify them and effective strategies for dealing with these. Students must also be provided with the skills required to reflect on these ethical issues and opportunities to share and learn from their reflections, thereby reinforcing their knowledge and understanding in this area. The implementation of appropriate strategies such as interactive classes (e.g., role play in a case-based learning environment; structured discussion times and learning opportunities during clinical placement; completion of an ethics case study while on placement; use of online discussion boards; structured peer learning opportunities and debriefing sessions) can assist students in developing their awareness while minimising the potential for ethical Atherton, M., & McAllister, L. (2009). Emerging trends impacting on ethical practice in speech pathology. ACQuiring Knowledge in Speech, Language and Hearing , 11 (1), 31–35. Baldry Currens, J. (2010). Preparing for learning together in fieldwork education practice settings. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 309– 317). Rotterdam, The Netherlands: Sense Publications. Clark, A., & Taxis, J. (2003). Developing ethical competency in nursing personnel. Clinical Nurse Specialist , 17 (5), 236–237. Cloonan, P., Davis, F., & Bagley Burnett, C. (1999). Interdisciplinary education in clinical ethics: A work in progress. Holistic Nursing Practice , 13 (2), 12–19. Cooper, L., Orrell, J., & Bowden, M. (2010). Work integrated learning: A guide to effective practice (p. 109). Oxfordshire, UK: Routledge. Cruice, M. (2009). Commentary on scenario 5.1. In R. Body & L. McAllister (Eds.), Ethics in speech and language therapy (pp. 82–84). Oxford, UK: Wiley & Sons. Erdil, F., & Korkmaz, F. (2009). Ethical problems identified by student nurses. Nursing Ethics , 16 , 589–598. distress occurring. References

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JCPSLP Volume 17, Supplement 1, 2015 – Ethical practice in speech pathology

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