JCPSLP Vol 23 No 3

Creative clinical education

From the editors Andrea Abel and Kelly Beak

Contents

W elcome to the are your guest editors for this issue—Andrea Abel and Kelly Beak. We would like to begin by thanking Andy Smidt and Katrina Blyth for their immense support and patience as we undertook the role of guest editors for this issue. This was our first foray into the editorial world, and we have thoroughly enjoyed the process November issue of JCPSLP . We

116 Speech pathology student perspectives of telepractice literacy placements during COVID-19 – Lisa Furlong, Tanya Serry, Kerry Ttofari Eecen, and Sharon Crosbie 122 The Playroom@USYD: How to SuCEED on an innovative community outreach clinical placement in lockdown – Annie Chan, Alison Purcell, and Donna Thomas 128 Clinical educators’ perspectives on transitioning to telesupervision: Experiences piloting a telepractice stuttering simulation placement – Catherine Easton, Claire Ellen Seaman, Narelle Patton, Melissa T. Nott, and Lisa Brown 134 How was it for you? University practice educators’ reflections on delivering a creative clinical placement during the COVID-19 pandemic in the UK – Lynsey Parrott, Esther Pettit, Alexandra Mallinson, Philippa Knox, Sally Bates and Jane Callard 140 Speech-language pathology management for culturally and linguistically diverse patients with COVID-19: A single-case report – Franziska Newman, Thomas Wilson, and Merridy Moore 146 Reflections on clinical education by students and new graduates: What can we learn? – Julia Hardy, Abigail Lewis, Joanne Walters, Anne E. Hill, Simone Arnott, Adriana Penman, Stacie Attrill, Ruth Nicholls, and Sally Hewat 151 Patients as teachers in speech-language pathology:Expert teacher and student perceptions – Alice Darragh, Philippa Friary, and Clare M. McCann 157 Exploring perceptions of involving tãngata whaiora in the education of health care professionals in New Zealand – Anton Spelman, Nadia Mantell, Shinhee Song, Philippa Friary, and Bianca Jackson 162 Ethical conversations. Eyes wide open: Key ethical issues for speech pathology students and their supervisors in a private practice setting – David Kinnane, Helen Smith, and Donna Dancer 165 Featured researcher: Dr Elizabeth Bourne 168 Around the journals – Elizabeth Bourne and Laura Loftus 171 What’s the evidence? The four components of contemporary evidence- based practice, Part 1: Practice contexts – Nicole McGill, Speech Pathology Australia 174 Top 10: Tips and tricks for creative clinical education – Simone Howells, Lucy Lyons, Rebecca Armstrong, and Anne Hill 176 Resource review – Jodie Connolly

From left: Andrea Abel and Kelly Beak

In recent years both of our careers have led us to work almost exclusively in clinical education, and we share a common passion for optimising and improving processes and models of clinical education for students, clinical educators, and organisations. For this reason, we were particularly interested in working on this issue which has a focus on clinical education. With that in mind, this issue was conceptualised midway through 2020 as we were emerging from the first wave of the COVID-19 pandemic, and it became clear that there were some incredible clinical education initiatives occurring. Throughout the pandemic, there has been a sense of collegiality between universities both across the country and internationally, and the creativity that was exhibited deserved to be highlighted and celebrated. We are therefore very proud to present an issue that demonstrates just some of the initiatives that were implemented in Australia and the UK to support clinical education at the height of a global pandemic. Our first group of papers discuss learnings from rapid transition of clinical education to telepractice. These papers provide some practical recommendations for education providers to support students in their transition to telepractice, and, with the development of the SuCEED model of clinical learning in Annie Chan and colleagues’ paper, support designers of clinical placements to optimise clinical learning environments for students. Moving into the perspectives of clinical educators on the effectiveness and applicability of telesupervision, the paper by Catherine Easton challenges educators to think more broadly about the use of telesupervision with students, beyond the constraints of a global pandemic. Lynsey Parrott’s paper from the UK includes an investigation into the use of computer-simulated learning environments to address a shortfall of clinical placements. The last COVID- 19-related paper is a case study from Thomas Wilson and colleagues who describe some of the challenges clinicians faced early-on in the pandemic when managing critically ill patients with swallowing and communication impairments. Moving away from COVID-19 specific modifications to clinical education, we have three papers about general considerations on how to optimise students’ experiences of and interactions with clinical education. The paper from Sally Hewat analyses the perspectives of both speech pathology students and new graduates on clinical education, and provides some key findings related to the importance of integrating clinical education into speech pathology curricula. Our final two papers focus on the role of patients as teachers. Both papers highlight the importance of increased patient involvement in overall clinical education systems for both speech pathology and the broader health care environment.

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JCPSLP Volume 23, Number 3 2021

www.speechpathologyaustralia.org.au