JCPSLP Vol 23 No 3

Data collection SLP student survey Students completed an online survey that included demographic data, 10 multiple choice questions and four free-text questions (see Appendix). Students commented on the best/challenging aspects of their placements, as well as future placement opportunities. New graduate SLP focus group A question guide was developed that explored participant’s placement experiences as a student including the best and most challenging aspects of their placements, how the placement program prepared them for the workplace, and any recommendations (see Appendix). A one-hour focus group was facilitated by two members of the research team. New graduate SLPs unable to attend the group provided in-depth written responses to the same questions. The focus group was audio recorded, transcribed and checked for accuracy. Data analysis The student and new graduate SLP responses were analysed separately using inductive thematic analysis (Braun & Clarke, 2006). For each data set, the first author familiarised themselves with the data. During the familiarisation phase, it was noted that the initial ideas, meanings and patterns in the data sets for the new graduate SLP transcripts and written responses were similar and therefore the data sets were combined for further analysis. Broader pattern identification and initial data coding was completed independently by two authors (first and second), who then discussed the coding and identified subthemes prior to further theming. Provisional themes were reviewed by the same authors and then further defined. This process was completed for each of the new graduate and SLP student data sets separately, before reviewing the two data sets together for similarities and differences in the themes. Rigour of the data analysis was ensured by member checking of the focus group transcripts, independent coding by two authors and peer-debriefing of coding and theming until consensus was reached. An audit trail was maintained throughout the data analysis to document all stages of the peer checking process (Koch, 2006) and one of the authors (JH) kept a reflexive diary during the project, to support separation of personal experiences (as a SLP) from the data set (Mays & Pope, 2000). Findings Five main themes described the data sets, with three themes common to both students (S) and new graduate SLPs (NG SLP), and one theme unique to each group. Themes are described below. Table 1 provides theme and subtheme summaries. Theme 1: University factors Both student and new graduate SLP participants highlighted the importance of a comprehensive placement program to support their learning across the lifespan for all SLP practice areas. For example, “Placements were an integral part to my learning” (S12) and “I did have a variety of settings that I got to experience … nice balance between adults and paeds” (NG SLP3). However, participants also commented on the difficulty universities faced to achieve this. For example, “Getting placements seemed to be a struggle for my university” (NG SLP9) and “Some of my placements haven’t really helped me develop a range of skills” (S64).

Table 1. Definitions of themes and subthemes Theme 1: University factors Facilitators, barriers and future ideas for placements that worked outside individual placements

The organisation of placements across the program and alignment with the curriculum Students’ preparation for and supporting during their placements

Academic/placement structure

University preparation and support

Theme 2: Placement factors Specific aspects of a placement that impacted learning

The experience of block or sessional placements The impact of specific placement contexts The influence of CE supervision and support How the expectations influenced learning The benefits and challenges of peer placements Learning in a multi-disciplinary team

Structure

Context CE Supervision and support Expectations Placements with peers Team experiences

Theme 3: Student factors Personal influences on their clinical education

Logistics Choices Self-efficacy

Travel and managing personal finances Having choices in placement allocation Managing emotions and workloads

Theme 4: Learning in real world (students only) Benefits of real-world experiences

Learning hands on Practical skills Practical experiences Skills that can only be developed on placement How placements enhance students’ understanding of SLP Theme 5: Transition to work (new graduate SLP only) Placement barriers and facilitators that impact their transition from student to a SLP Understanding profession

Student preparation for seeking work and understanding the workplace How placements influence work choice

University preparation

Placement influence on work

Students perceived their learning was enhanced when curriculum aligned with placements. S26 said “The opportunity to put into practice what I’ve learned in my theory classes and actually being able to practice in real-life scenarios has been really rewarding”. However, NG SLP3 also reported a “mismatch between what we were learning versus what we were doing on placement”. All participants recommended universities provide more and varied placements, noting the need to maintain consistency and quality. It was suggested there be a “standardisation of types of placement” (NG SLP8), increased number of observation placements, and a “wider variety of placement settings” (S80). Participants noted the benefit of “being adequately prepared for placement” (S20) but many found this a barrier. “I don’t believe the university provided adequate support and guidance in preparation for clinical placement” (S46),

(Top to bottom): Anne E. Hill, Simone Arnott, Adriana Penman and Stacie Attrill

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JCPSLP Volume 23, Number 3 2021

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