The exploration of speech language pathology students’ perceptions and attitudes towards written clinical reflection

Journal article


Nichols, Kiah, Ttofari Eecen, Kerry and Crosbie, Sharon. (2022). The exploration of speech language pathology students’ perceptions and attitudes towards written clinical reflection. International Journal of Speech-Language Pathology. 25(5), pp. 697-709. https://doi.org/10.1080/17549507.2022.2100930
AuthorsNichols, Kiah, Ttofari Eecen, Kerry and Crosbie, Sharon
Abstract

Purpose: Written clinical reflection is frequently used in speech-language pathology training programs to develop student clinical skills. The aim of this study was to explore speech-language pathology students’ perceptions towards written clinical reflection.

Method: Seventy-two undergraduate speech-language pathology students completed an online survey. An observational research design was undertaken. Descriptive statistics were used to analyse quantitative data. Inductive content analysis was used for qualitative data analysis.

Result: Speech-language pathology students reported that written clinical reflections are useful but also wanted to explore alternative ways to reflect. Most students used written clinical reflection to focus on self-improvement of clinical skills and a small number of students used reflection to consider stakeholders’ points of view. Students wanted more guidance and feedback on written clinical reflections.

Conclusion: The results indicate that written clinical reflection is a useful learning tool. To facilitate the development of reflection skills in speech-language pathology students, it is important to explicitly teach clinical reflection in university curricula and to receive guidance from professional practice educators.

Keywordsspeech-language pathology; clinical reflection; perceptions
Year2022
JournalInternational Journal of Speech-Language Pathology
Journal citation25 (5), pp. 697-709
PublisherTaylor & Francis
ISSN1754-9507
Digital Object Identifier (DOI)https://doi.org/10.1080/17549507.2022.2100930
PubMed ID35924686
Scopus EID2-s2.0-85135513063
Research or scholarlyResearch
Page range697-709
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online04 Aug 2022
Publication process dates
Deposited12 Jul 2023
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