Written reflective practice abilities of SLT students across the degree programme

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dc.contributor.authorMessick C
dc.contributor.authorMcAuliffe MJ
dc.contributor.authorCook, Kate. J.
dc.date.accessioned2023-01-12T20:03:35Z
dc.date.available2023-01-12T20:03:35Z
dc.date.issued2022en
dc.date.updated2022-12-09T00:35:34Z
dc.description.abstractBackground: Written reflective practice (WRP) is a teaching tool used across speech–language therapy (SLT) clinical education programmes. The process aims to support the development of reflective skills required for the workplace (e.g., problem-solving and self-evaluation). Aims: This cross-sectional and repeated-measures study design investigated students’ demonstration of breadth of WRP across the clinical education programme. Methods & Procedures: The participants were 77 undergraduate SLT students in their first, second or final professional year of the clinical programme. Participants wrote critical reflections following an interaction with a client/s as part of their clinical education experiences. Formative feedback was provided after each written reflection (WR). In total four WRs per participant were coded for breadth of WRP using a modification of Plack et al.’s coding schema from 2005. This was completed for each of the four time points across the academic year for each professional year. Outcomes & Results: There was a statistically significant association between time (i.e., professional year of the programme) and likelihood of demonstration of breadth of reflection for the lower level reflective element of ‘attend’ and higher level reflective element of ‘re-evaluate’. A positive trend between time and likelihood of demonstration of breadth of reflection was seen for the lower level element of ‘reflection-for-action’. Final-professional-year students exhibited significant enhancements in the higher level elements (e.g., ‘premise’) compared with first- and second-professional-year students. Conclusions & Implications: This group of SLT students exhibited significant change in breadth of WRP across the degree programme. This finding has positive implications for facilitating WRP with students and using the current coding framework in clinical programmes.en
dc.identifier.citationCook KJ, Messick C, McAuliffe MJ (2022) Written reflective practice abilities of SLT students across the degree programme. International Journal of Language & Communication Disorders.en
dc.identifier.doihttp://doi.org/10.1111/1460-6984.12815
dc.identifier.issn1368-2822
dc.identifier.issn1460-6984
dc.identifier.urihttps://hdl.handle.net/10092/104976
dc.languageen
dc.language.isoenen
dc.publisherWileyen
dc.rightsAll rights reserved unless otherwise stateden
dc.rights.urihttp://hdl.handle.net/10092/17651en
dc.subjectclinical educationen
dc.subjectreflective practiceen
dc.subjectspeech-language therapyen
dc.subject.anzsrcFields of Research::52 - Psychology::5203 - Clinical and health psychologyen
dc.subject.anzsrcFields of Research::42 - Health sciences::4201 - Allied health and rehabilitation science::420110 - Speech pathologyen
dc.titleWritten reflective practice abilities of SLT students across the degree programmeen
dc.typeJournal Articleen
uc.collegeFaculty of Science
uc.departmentSchool of Psychology, Speech and Hearing
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