Exploring the impact of a 'Clients-as-Tutors Program on speech-language pathology students' and graduates understanding of client-centred practice.

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  • Additional Information
    • Source:
      Publisher: Taylor & Francis Country of Publication: England NLM ID: 101320232 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1754-9515 (Electronic) Linking ISSN: 17549507 NLM ISO Abbreviation: Int J Speech Lang Pathol Subsets: MEDLINE
    • Publication Information:
      Publication: 2015- : Abingdon, Oxford : Taylor & Francis
      Original Publication: Milton Park, Abingdon, U.K. : Informa Healthcare, c2008-
    • Subject Terms:
      Speech-Language Pathology*/education ; Patient-Centered Care* ; Focus Groups*; Humans ; Female ; Male ; Australia ; Students, Health Occupations/psychology ; Attitude of Health Personnel
    • Abstract:
      Purpose: This study explored the impact of an Australian regional university's Clients-as-Tutors Program (CTP) on speech-language pathology students' perception and understanding of client-centred practice.
      Method: Two focus group interviews comprising three final-year students and four newly graduated speech-language pathologists who had completed the CTP. An inductive thematic analysis was undertaken to identify salient themes.
      Result: Three themes were identified: (a) learning from theory, (b) learning from others, and (c) learning from yourself. These themes represented all participants' experiences in the CTP, yet there were unique, individual journeys that each participant experienced.
      Conclusion: Findings from this study have the capacity to affect change in how client-centred practice is taught at universities across speech-language pathology and other health courses, to disrupt the traditional power structure between client and clinician, and to provide an evidence base for the role of experiential learning in this area.
    • Contributed Indexing:
      Keywords: allied health; client-centred practice; clients-as-tutors; experiential learning; higher education; speech-language pathology students
    • Publication Date:
      Date Created: 20230812 Date Completed: 20240716 Latest Revision: 20240716
    • Publication Date:
      20240716
    • Accession Number:
      10.1080/17549507.2023.2236804
    • Accession Number:
      37571843