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Davis, T., Choi, D., Gordon-Hickey, S., & Estis, J. (2021). Interprofessional collaborative practice trends between speech-language pathologists and audiologists. Journal of Allied Health , 50 (2), 104–113. Foley, K., Attrill, S., & Brebner, C. (2021). Co-designing a methodology for workforce development during the personalisation of allied health service funding for people with disability in Australia. BMC Health Services Research , 21 , 680. https://doi.org/10.1186/s12913-021-06711-x Gibson, S., Porter, J., Anderson, A., Bryce, A., Dart, J., Kellow, N., Meiklejohn, S., Volders, E., Young., A & Palermo, C. (2019). Clinical educator’s skills and qualities in allied health: A systematic review. Medical Education , 53 , 432–442. https://doi.org/10.1111/medu.13782 Health Workforce Australia (HWA). (2014). Australia’s health workforce series: Speech pathologists in focus . Health Workforce Division, Department of Health. https://webarchive. nla.gov.au/awa/20150406171531/http://hwa.gov.au/sites/ default/files/HWA_ Speech_Pathologists_in_Focus_V1.pdf. Hsu, C. C., & Sandford, B. A. (2007). The Delphi technique: making sense of consensus. Practical Assessment, Research, and Evaluation , 12 (1), 10. https:// doi.org/10.7275/pdz9-th90 Koch, T. (2006). Establishing rigour in qualitative research: The decision trail. Journal of Advanced Nursing , 53 , 91–100. https://doi.org/10.1111/j.1365-2648.2006.03681.x Lewis, A., & MacDonald, J. (2017). Supervision: Vital for speech-language pathology. Journal of Clinical Practice in Speech-Language Pathology 19 (2), 88–92. Mays, N., & Pope, C. (2000). Assessing quality in qualitative research. British Medical Journal , 320 , 50–52. https://doi.org./10.1136/bmj.320.7226.50 O’Leary, N., & Cantillon, P. (2020). Why shouldn’t we do that on placement if we’re doing it in the real world? Differences between undergraduate and graduate identities in speech and language therapy. Advances in Health Sciences Education , 1–17. https://doi.org/10.1007/ s10459-020-09955-0 Quigley, D., Loftus, L., McGuire, A & O’Grady, K. (2020). An optimal environment for placement learning: listening to the voices of speech and language therapy students. International Journal of Language & Communication Disorders , 55 (4): 506–519. https://doi.org/10.1111/1460-6984.12533 Römgens, I., Scoupe, R., & Beausaert, S. (2020). Unraveling the concept of employability, bringing together research on employability in higher education and the workplace. Studies in Higher Education , 45 (12), 2588– 2603. https://doi.org/10.1080/03075079.2019.1623770 Sheepway, L., Lincoln, M., & McAllister, S. (2014). Impact of placement type on the development of clinical competency in speech-language pathology students. International Journal of Language & Communication Disorders , 49 (2), 189–203. https://doi.org/10.1111/1460-6984.12059 Sheepway, L., Lincoln, M., & Togher, L. (2011). An international study of clinical education practices in speech- language pathology. International Journal of Speech- Language Pathology , 13 (2), 174–185. https://doi.org/10.31 09/17549507.2011.491129 Speech Pathology Australia (SPA). (2016). Submission to the Productivity Commission. Issues paper: National education evidence base . Speech Pathology Australia. Speech Pathology Australia (SPA). (2018). Clinical education in Australia: Building a profession for the future . Speech Pathology Australia. Speech Pathology Australia (SPA). (2019). Accreditation of speech pathology degree programs, Version 1.1 . Speech Pathology Australia.

Speech Pathology Australia (SPA). (2020). Professional standards for speech pathologists in Australia . Speech Pathology Australia. Sturman, N., Tan, Z., & Turner, J. (2017). “A steep learning curve”: Junior doctor perspectives on the transition from medical student to the health-care workplace. BMC Medical Education , 17 (1), 1–7. https://doi.org/10.1186/ s12909-017-0931-2 Student survey questions (open response) What has been the best aspect about your clinical placement experiences so far? What has been the most challenging aspect about your clinical placement experiences so far? What are your ideas regarding opportunities for clinical placement experiences in the future? Is there anything else you would like to share or comment on? New graduate SLP focus group questions and prompts 1. Tell us about your clinical program/clinical placements/programs as a student? • What were the best aspects/components of your clinical program/placements? • What were the worst aspects/component of clinical placements? • Where there any challenges? • What would you like to see stay? Change? 2. Do you think your clinical placement experiences supported you in your speech pathology work? • Did your clinical program prepare you for your current work? • Was there anything missing? 3. Do you have any recommendations for future clinical placements? • Are there specific skills/attributes required for your workplace? • How do you think these can be developed? Mrs Julia Hardy is a senior speech pathologist at St John of God Midland Public and Private Hospitals, WA. Ms Abigail Lewis is the clinical coordinator and lecturer for Edith Cowan University’s speech pathology course. Mrs Joanne Walters is a lecturer in speech pathology at the University of Newcastle. A/Prof Anne Hill is an associate professor in speech pathology at The University of Queensland. Dr Simone Arnott is a senior advisor of Professional Standards at Speech Pathology Australia. Ms Adriana Penman is a lecturer in speech pathology at The University of Queensland. A/Prof Stacie Attrill is an associate professor in speech pathology at the University of Adelaide. Ms Ruth Nicholls is the Allied Health Clinical Education Lead at The Royal Children’s Hospital Melbourne. A/Prof Sally Hewat is an associate professor in speech pathology at the University of Newcastle. Appendix: Survey and focus group questions

Correspondence to: Associate Professor Sally Hewat School Humanities & Social Science Faculty of Education & Arts The University of Newcastle, Australia email: Sally.Hewat@newcastle.edu.au

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JCPSLP Volume 23, Number 3 2021

Journal of Clinical Practice in Speech-Language Pathology