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Finch E, Lethlean J, Rose T, Fleming J, Theodoros D, Cameron A, Coleman A, Copland D, McPhail SM. Conversations between people with aphasia and speech pathology students via telepractice: A Phase II feasibility study. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2020; 55:43-58. [PMID: 31553121 DOI: 10.1111/1460-6984.12501] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2019] [Revised: 08/21/2019] [Accepted: 09/03/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Speech pathology students can experience low confidence when communicating with people with aphasia. Communication partner training (CPT) is one method to increase confidence and skills when communicating with people with aphasia. There is a paucity of research exploring the effects of delivering CPT to students via technology, such as telepractice. AIMS To explore the feasibility (acceptability, demand, implementation, practicality, limited efficacy) of a conversation with a person with aphasia via telepractice as part of a CPT programme with speech pathology students. A secondary aim was to explore the effects of feedback from the people with aphasia (i.e., patient feedback) on students' perceived confidence and proficiency in communicating with people with aphasia. METHODS & PROCEDURES A Phase II feasibility study design was used, where both quantitative and qualitative data were collected. A total of 33 speech pathology students attended a lecture about the strategies used to communicate effectively with people with aphasia. They then participated in a 10-min conversation via videoconferencing with a person with aphasia 1 week later. Students were randomly allocated to patient feedback or no patient feedback conditions. They completed a custom designed questionnaire pre- and post-conversation. OUTCOMES & RESULTS The study had a low recruitment rate but good retention. The programme was delivered as intended. Students reported that they found the conversations to be a positive but challenging experience. Post-conversation, statistically significant increases were found in students' self-rated confidence communicating with people with aphasia, proficiency at engaging in an everyday conversation and proficiency obtaining a case history (all p < 0.001). There were no significant differences for these ratings between the groups according to feedback condition (all p > 0.01). CONCLUSIONS & IMPLICATIONS CPT involving a conversation with a person with aphasia via telepractice is feasible and can provide a valuable learning experience for students. Further research is required.
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Affiliation(s)
- Emma Finch
- School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, QLD, Australia
- Speech Pathology Department, Princess Alexandra Hospital, Queensland Health, Woolloongabba, QLD, Australia
- Centre for Functioning and Health Research, Metro South Health, Queensland Health, Buranda, QLD, Australia
| | - Jennifer Lethlean
- Speech Pathology Department, Princess Alexandra Hospital, Queensland Health, Woolloongabba, QLD, Australia
| | - Tanya Rose
- School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, QLD, Australia
| | - Jennifer Fleming
- School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, QLD, Australia
| | - Deborah Theodoros
- School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, QLD, Australia
| | - Ashley Cameron
- Speech Pathology Department, Princess Alexandra Hospital, Queensland Health, Woolloongabba, QLD, Australia
| | - Adele Coleman
- School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, QLD, Australia
| | - David Copland
- School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, QLD, Australia
| | - Steven M McPhail
- Centre for Functioning and Health Research, Metro South Health, Queensland Health, Buranda, QLD, Australia
- School of Public Health & Social Work and Institute of Health and Biomedical Innovation, Queensland University of Technology, Brisbane, QLD, Australia
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Lee JJ, Finch E, Rose T. Exploring the outcomes and perceptions of people with aphasia who conversed with speech pathology students via telepractice: a pilot study. SPEECH, LANGUAGE AND HEARING 2019. [DOI: 10.1080/2050571x.2019.1702241] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Jeslyn J. Lee
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, Australia
| | - Emma Finch
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, Australia
- Speech Pathology Department, Princess Alexandra Hospital, Brisbane, QLD, Australia
- Centre for Functioning and Health Research, Metro South Health, Brisbane, QLD, Australia
| | - Tanya Rose
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, Australia
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Finch E, Fleming J, Cameron A, Lethlean J, Hudson K, Dassanayake S, McPhail SM. Is an educational lecture a critical component of communication partner training? INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2018; 20:779-789. [PMID: 28826246 DOI: 10.1080/17549507.2017.1360940] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2016] [Revised: 04/17/2017] [Accepted: 07/22/2017] [Indexed: 06/07/2023]
Abstract
PURPOSE Little is known about the critical ingredients of successful Communication Partner Training (CPT) programmes. The aim of this randomised controlled trial was to investigate the effects of including an educational component before a conversation with a person with aphasia compared to a conversation only. METHOD Thirty-eight speech-language pathology students were randomly allocated to either the Full programme or Conversation only groups. The Full programme group received a lecture about communication strategies then participated in a conversation with a person with aphasia, while the other group participated in the conversation only. Both groups received feedback on performance from the people with aphasia. Students completed a customised mixed-methods questionnaire at study commencement and following the conversation. RESULT Generalised linear models indicated confidence ratings improved after receiving either the Full programme or Conversation only (p < 0.001), however, greater improvements were observed following the Full programme (p < 0.001). More communication strategies were identified after the interventions (p = 0.001) with greater improvement occurring among the Full programme group (p < 0.01). CONCLUSION An educational lecture before a conversation with a person with aphasia is a critical component of CPT programmes, enhancing their knowledge base and increasing their confidence levels compared to only a conversation.
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Affiliation(s)
- Emma Finch
- a Speech Pathology Department , Princess Alexandra Hospital , Brisbane , Australia
- b School of Health and Rehabilitation Sciences , The University of Queensland , Brisbane , Australia
- c Centre for Functioning and Health Research, Metro South Health , Brisbane , Australia
| | - Jennifer Fleming
- b School of Health and Rehabilitation Sciences , The University of Queensland , Brisbane , Australia
- c Centre for Functioning and Health Research, Metro South Health , Brisbane , Australia
- d Occupational Therapy Department , Princess Alexandra Hospital , Brisbane , Australia , and
| | - Ashley Cameron
- a Speech Pathology Department , Princess Alexandra Hospital , Brisbane , Australia
- b School of Health and Rehabilitation Sciences , The University of Queensland , Brisbane , Australia
| | - Jennifer Lethlean
- a Speech Pathology Department , Princess Alexandra Hospital , Brisbane , Australia
| | - Kyla Hudson
- b School of Health and Rehabilitation Sciences , The University of Queensland , Brisbane , Australia
| | - Samantha Dassanayake
- b School of Health and Rehabilitation Sciences , The University of Queensland , Brisbane , Australia
| | - Steven M McPhail
- c Centre for Functioning and Health Research, Metro South Health , Brisbane , Australia
- e School of Public Health & Social Work and Institute of Health and Biomedical Innovation , Queensland University of Technology , Brisbane , Australia
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Finch E, Cameron A, Fleming J, Lethlean J, Hudson K, McPhail S. Does communication partner training improve the conversation skills of speech-language pathology students when interacting with people with aphasia? JOURNAL OF COMMUNICATION DISORDERS 2017; 68:1-9. [PMID: 28618297 DOI: 10.1016/j.jcomdis.2017.05.004] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2016] [Revised: 05/04/2017] [Accepted: 05/23/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Aphasia is a common consequence of stroke. Despite receiving specialised training in communication, speech-language pathology students may lack confidence when communicating with People with Aphasia (PWA). This paper reports data from secondary outcome measures from a randomised controlled trial. OBJECTIVE The aim of the current study was to examine the effects of communication partner training on the communication skills of speech-language pathology students during conversations with PWA. METHOD Thirty-eight speech-language pathology students were randomly allocated to trained and untrained groups. The first group received a lecture about communication strategies for communicating with PWA then participated in a conversation with PWA (Trained group), while the second group of students participated in a conversation with the PWA without receiving the lecture (Untrained group). The conversations between the groups were analysed according to the Measure of skill in Supported Conversation (MSC) scales, Measure of Participation in Conversation (MPC) scales, types of strategies used in conversation, and the occurrence and repair of conversation breakdowns. RESULTS The trained group received significantly higher MSC Revealing Competence scores, used significantly more props, and introduced significantly more new ideas into the conversation than the untrained group. The trained group also used more gesture and writing to facilitate the conversation, however, the difference was not significant. There was no significant difference between the groups according to MSC Acknowledging Competence scores, MPC Interaction or Transaction scores, or in the number of interruptions, minor or major conversation breakdowns, or in the success of strategies initiated to repair the conversation breakdowns. CONCLUSION Speech-language pathology students may benefit from participation in communication partner training programs.
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Affiliation(s)
- Emma Finch
- School of Health and Rehabilitation Sciences, The University of Queensland, Australia; Speech Pathology Department, Princess Alexandra Hospital, Australia; Centre for Functioning and Health Research, Metro South Hospital and Health Service, Australia.
| | - Ashley Cameron
- Speech Pathology Department, Princess Alexandra Hospital, Australia
| | - Jennifer Fleming
- School of Health and Rehabilitation Sciences, The University of Queensland, Australia; Centre for Functioning and Health Research, Metro South Hospital and Health Service, Australia; Occupational Therapy Department, Princess Alexandra Hospital, Australia
| | | | - Kyla Hudson
- School of Health and Rehabilitation Sciences, The University of Queensland, Australia
| | - Steven McPhail
- Centre for Functioning and Health Research, Metro South Hospital and Health Service, Australia; School of Public Health & Social Work and Institute of Health and Biomedical Innovation, Queensland University of Technology, Australia
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Finch E, Fleming J, Brown K, Lethlean J, Cameron A, McPhail SM. The confidence of speech-language pathology students regarding communicating with people with aphasia. BMC MEDICAL EDUCATION 2013; 13:92. [PMID: 23806028 PMCID: PMC3702426 DOI: 10.1186/1472-6920-13-92] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2012] [Accepted: 03/20/2013] [Indexed: 05/24/2023]
Abstract
BACKGROUND Aphasia is an acquired language disorder that can present a significant barrier to patient involvement in healthcare decisions. Speech-language pathologists (SLPs) are viewed as experts in the field of communication. However, many SLP students do not receive practical training in techniques to communicate with people with aphasia (PWA) until they encounter PWA during clinical education placements. METHODS This study investigated the confidence and knowledge of SLP students in communicating with PWA prior to clinical placements using a customised questionnaire. Confidence in communicating with people with aphasia was assessed using a 100-point visual analogue scale. Linear, and logistic, regressions were used to examine the association between confidence and age, as well as confidence and course type (graduate-entry masters or undergraduate), respectively. Knowledge of strategies to assist communication with PWA was examined by asking respondents to list specific strategies that could assist communication with PWA. RESULTS SLP students were not confident with the prospect of communicating with PWA; reporting a median 29-points (inter-quartile range 17-47) on the visual analogue confidence scale. Only, four (8.2%) of respondents rated their confidence greater than 55 (out of 100). Regression analyses indicated no relationship existed between confidence and students' age (p = 0.31, r-squared = 0.02), or confidence and course type (p = 0.22, pseudo r-squared = 0.03). Students displayed limited knowledge about communication strategies. Thematic analysis of strategies revealed four overarching themes; Physical, Verbal Communication, Visual Information and Environmental Changes. While most students identified potential use of resources (such as images and written information), fewer students identified strategies to alter their verbal communication (such as reduced speech rate). CONCLUSIONS SLP students who had received aphasia related theoretical coursework, but not commenced clinical placements with PWA, were not confident in their ability to communicate with PWA. Students may benefit from an educational intervention or curriculum modification to incorporate practical training in effective strategies to communicate with PWA, before they encounter PWA in clinical settings. Ensuring students have confidence and knowledge of potential communication strategies to assist communication with PWA may allow them to focus their learning experiences in more specific clinical domains, such as clinical reasoning, rather than building foundation interpersonal communication skills.
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Affiliation(s)
- Emma Finch
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Queensland, Australia
- Speech Pathology Department, Princess Alexandra Hospital, Brisbane, Queensland, Australia
- Centre for Functioning and Health Research, Queensland Health, Brisbane, Australia
| | - Jennifer Fleming
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Queensland, Australia
- Centre for Functioning and Health Research, Queensland Health, Brisbane, Australia
- Occupational Therapy Department, Princess Alexandra Hospital, Brisbane, Australia
| | - Kyla Brown
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Queensland, Australia
- NHMRC Centre for Clinical Research Excellence, Aphasia Rehabilitation, Brisbane, Queensland, Australia
| | - Jennifer Lethlean
- Speech Pathology Department, Princess Alexandra Hospital, Brisbane, Queensland, Australia
| | - Ashley Cameron
- Speech Pathology Department, Princess Alexandra Hospital, Brisbane, Queensland, Australia
| | - Steven M McPhail
- Centre for Functioning and Health Research, Queensland Health, Brisbane, Australia
- School of Public Health & Social Work and Institute of Health and Biomedical Innovation, Queensland University of Technology, Brisbane, Australia
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