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A framework to support the development of quality simulation‐based learning programmes in speech–language pathology
Author(s) -
Hewat Sally,
Penman Adriana,
Davidson Bronwyn,
Baldac Stacey,
Howells Simone,
Walters Joanne,
Purcell Alison,
Cardell Elizabeth,
McCabe Patricia,
Caird Emma,
Ward Elizabeth,
Hill Anne E.
Publication year - 2020
Publication title -
international journal of language and communication disorders
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.101
H-Index - 67
eISSN - 1460-6984
pISSN - 1368-2822
DOI - 10.1111/1460-6984.12515
Subject(s) - psychology , speech language pathology , quality (philosophy) , language development , language acquisition , speech therapy , linguistics , developmental psychology , audiology , mathematics education , medicine , philosophy , epistemology
Background Simulation‐based learning provides students with a safe learning environment, guaranteed exposure to specific clinical scenarios and patients, time for reflection and repetition of tasks, and an opportunity to receive feedback from multiple sources. Research including studies specific to allied health training programmes have demonstrated that simulation‐based learning also helps increase learners’ confidence and reduces anxiety related to clinical environments, activities and skills. Such evidence, together with increasing challenges in provision of workplace clinical education, has supported an expansion of integrating simulation‐based learning into university curricula. Aims To provide detailed information about the processes and considerations involved in the development of a simulation‐based learning programme for speech–language pathology. Methods & Procedures Through reflection on the development process of a 5‐day simulation‐based learning programme, and in light of existing research in simulation, this paper outlines the important steps and considerations required for the development of a simulation‐based learning programme to support student competency development in adult speech pathology range of practice areas. Main Contribution A proposed framework for the development of future simulation‐based learning programmes in speech–language pathology. Conclusions & Implications The framework can be applied to simulation‐based learning for university programmes and/or workplace training in speech–language pathology and across several other health disciplines.