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Millar C, Carey LB, Hill AE, Attrill S, Avgoulas MI, Drakopoulos E, Sutton CA. Global citizenship and social justice among speech-language pathologists: A scoping review. JOURNAL OF COMMUNICATION DISORDERS 2023; 103:106317. [PMID: 36893492 DOI: 10.1016/j.jcomdis.2023.106317] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Revised: 02/23/2023] [Accepted: 02/27/2023] [Indexed: 06/03/2023]
Abstract
INTRODUCTION This scoping review outlines the literature findings that relate to global citizenship and the interconnection between social justice among health professionals, specifically speech-language pathologists. The review aims to provide a synthesis of the relevant literature and thorough thematic identification of common themes. METHOD Arksey and O'Malley's scoping review framework was used for the searching of critical databases, specifically CINAHL, Medline, the Cochrane Library and Google Scholar. Following the appraisal and synthesis process of the relevant literature, key themes were identified with particular reference to social justice among health professionals (especially speech-language pathologists). RESULTS Four (4) key themes were identified, namely, (i) education and ongoing developmental support, (ii) ethical and moral obligations, (ii) cultural competency, and (iv) community engagement for intergroup empathy and helping. CONCLUSION This review defines the parameters of a speech-language pathologists' practice as a global citizen interconnected with social justice and the accountabilities to enable impactful changes creating culturally sustaining practice.
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Affiliation(s)
- Carajane Millar
- Department of Speech Pathology, College of Health and Biomedicine, Victoria University, Victoria, Australia; Department of Speech Pathology, School of Allied Health Science and Practice, University of Adelaide, Adelaide Australia.
| | - Lindsay B Carey
- Palliative Care Unit, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
| | - Anne E Hill
- Discipline of Speech Pathology, School of Health and Rehabilitation Sciences, The University of Queensland, Queensland, Australia
| | - Stacie Attrill
- School of Allied Health Science and Practice, University of Adelaide, Adelaide Australia
| | - Maria-Irini Avgoulas
- Department of Public Health, School of Psychology and Public Health, La Trobe University, Melbourne, Victoria, Australia
| | - Eutichia Drakopoulos
- Department of Public Health, School of Psychology and Public Health, La Trobe University, Melbourne, Victoria, Australia
| | - Carly A Sutton
- Palliative Care Unit, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
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Albin M, Micsinszki S, Phoenix M. Cultural Adaptation of Parent-Implemented Early Communication Interventions: A Scoping Review. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:2229-2247. [PMID: 35926193 DOI: 10.1044/2022_ajslp-21-00286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE Parent-implemented early communication interventions are commonly delivered to culturally and linguistically diverse families. Although there is evidence from fields such as public health or psychology, there is little guidance regarding what elements to culturally adapt for parent-implemented speech-language pathology interventions. This scoping review addresses this gap by identifying parent-implemented early communication interventions that have been culturally adapted and describing which intervention components were adapted. Definitions of culture, use of adaptation frameworks, and adaptation guidelines, policies, and recommendations are also reported. METHOD The databases Cumulative Index to Nursing and Allied Health Literature, MEDLINE, PsycINFO, and Embase via OVID were searched. Supplementary search methods, including hand-searching of references and a gray literature search, were also conducted. Covidence software was used to deduplicate, collate, and review articles. Population, intervention, study, and cultural adaptation data were extracted and synthesized using the Ecological Validity Framework. RESULTS Twenty-one articles were included from the database and supplementary searches. No studies defined culture, and only three used cultural adaptation models or frameworks to guide adaptation. Studies varied greatly in what they adapted; language adaptations, such as translation, were conducted most frequently, and intervention goals were rarely adapted. Only three studies obtained parent feedback to inform cultural adaptation for future recommendations. CONCLUSIONS More clarity in the reporting of cultural adaptation for communication interventions is required. Cultural adaptation frameworks are useful tools to guide adaptation but can be difficult to operationalize. Additional research in this area is necessary to help clinicians provide culturally responsive, parent-implemented communication interventions. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.20416107.
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Affiliation(s)
- Maya Albin
- School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
- CanChild Centre for Childhood Disability Research, Hamilton, Canada
| | - Samantha Micsinszki
- School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
- CanChild Centre for Childhood Disability Research, Hamilton, Canada
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada
| | - Michelle Phoenix
- School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
- CanChild Centre for Childhood Disability Research, Hamilton, Canada
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada
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Staley B, Hickey E, Rule D, Barrett H, Salter C, Gibson R, Rochus D. Speech-language pathology and ethical practice in global contexts. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 23:15-25. [PMID: 32308047 DOI: 10.1080/17549507.2020.1743358] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Given the growing professional interest of speech-language pathologists (SLP) in global development work and the opportunities for minority world health providers to use their skills internationally, conversations about what SLPs do when working in majority world settings, and how they do it are imperative. This paper presents case studies of speech-language pathology work in global settings examined within the context of ethical frameworks developed by: The American Speech-Language-Hearing Association, Speech-Language and Audiology Canada, and Speech Pathology Australia. These case studies drawn from personal experiences working as SLPs in majority world contexts are used to discuss the following issues: (1) the need for honest and reflective conversations about SLPs' motivations for engagement in global work; (2) the need to consider how funds are used to have the biggest and most sustainable impact on emerging professional contexts; (3) the necessity of long-term mutually beneficial global partnerships; (4) critical examination of culturally appropriate speech-language pathology services and recommendations; (5) learning to listen to majority world colleagues; (6) creating opportunities for majority world colleagues to represent themselves at conferences, meetings and in the literature, and; (7) the crucial role university staff play in fostering ethical and sustainable speech-language pathology practices.
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Affiliation(s)
- Bea Staley
- School of Education, Charles Darwin University, Casuarina, Australia
| | - Ellen Hickey
- School of Communication Sciences & Disorders, Dalhousie University, Halifax, Canada
| | - David Rule
- Department of Otolaryngology - Head and Neck Surgery, University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | | | | | | | - David Rochus
- Yellow House Health and Outreach Service, Kisumu, Kenya
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Staley B, Ellwood L, Rochus D, Gibson R, Hong D, Kwan K. Looking Through the Kaleidoscope: Stakeholder Perspectives on an International Speech-Language Pathology Placement. ACTA ACUST UNITED AC 2019. [DOI: 10.1044/2019_pers-sig17-2019-0007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Purpose
In this article, we consider the literature on international student placements to contextualize and describe a 10-year relationship that enables speech-language pathology (SLP) students in their final year of studies at a Canadian university to complete a 10-week clinical placement with a nongovernmental organization in Kenya.
Method
This work can be best described as a qualitative case study that includes the varied perspectives of students and colleagues (from both minority and majority worlds) involved in this partnership, which annually places Canadian SLP students in Western Kenya. Perspectives include the director of the nongovernmental organization, 1 East African speech-language pathologist responsible for hosting and supervising students, the clinical placement director in Canada, and the students themselves. The perspectives of minority world universities and their students tend to be privileged and more widely represented. This work contributes to the literature by including the views of the hosting majority world SLP partner agency.
Results
The varied perspectives reveal that the perceived advantages and difficulties of international SLP clinical placements differ for various stakeholders.
Conclusions
As the SLP profession moves forward in an increasingly globalized world, it may be necessary for SLP peak professional bodies to develop best practice frameworks for overseas engagement.
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Affiliation(s)
- Bea Staley
- School of Education, Charles Darwin University, Darwin, Northern Territory, Australia
| | - Lynn Ellwood
- Department of Speech-Language Pathology, University of Toronto, Ontario, Canada
| | - David Rochus
- Yellow House Health and Outreach Services, Kisumu, Kenya
| | - Rachael Gibson
- Yellow House Health and Outreach Services, Kisumu, Kenya
| | - Dain Hong
- Department of Speech-Language Pathology, University of Toronto, Ontario, Canada
| | - Katie Kwan
- Department of Speech-Language Pathology, University of Toronto, Ontario, Canada
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Abstract
AIM This article describes the process of developing the Nursing Global Health Competencies Framework. BACKGROUND Despite progress in the identification of global health competencies in nursing education, a theoretical underpinning to guide curriculum development and research in global health nursing was needed. METHOD Scoping review of the literature; deduction. DISCUSSION The framework contains one dimension, nursing core value and principles, delineated with seven subcategories: social justice and equity, holistic care, advocacy, health as human right, sustainability, advocacy, and collaboration. The framework also contains four assumptions: environmental focus, care focus, education focus, and competency leveling. CONCLUSION A framework for global health in nursing education is critical to guide the development of competencies and relevant curricula to reflect the core values and principles of nursing. The literature germane to global health nursing was synthesized to define the relationships of core values in a graphic framework that depicts the essential concepts.
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Torres-Alzate HM, Wilson LL, Harper DC, Ivankova NV, Heaton K, Shirey MR. Essential global health competencies for baccalaureate nursing students in the United States: A mixed methods Delphi study. J Adv Nurs 2019; 76:725-740. [PMID: 31012146 DOI: 10.1111/jan.14030] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2018] [Revised: 02/06/2019] [Accepted: 02/27/2019] [Indexed: 11/27/2022]
Abstract
AIMS To reach consensus among experts on global health competencies for baccalaureate nursing students in the USA. DESIGN A three-round modified Delphi study using a mixed methods research approach. METHODS In the first round, the original list of competencies (Wilson et al., 2012, Journal of Professional Nursing, 28, 213-222) was revised based on prior research, a review of literature and the Nursing Global Health Competencies Framework developed by the fist author. Nine global health domains and 52 competencies were identified in Round One. In Round Two, two surveys were conducted for validation of the revised list of global health competencies using a group of six nurses with expertise in global health and baccalaureate nursing education, which produced modifications in the competencies used for the third phase of the study. In Round Three, 41 participants completed a survey to rate the extent to which they thought the competencies obtained in Round Two were essential for baccalaureate nursing education in the United States. Data collection took place from May 2017 - January 2018. RESULTS A group of experts in global health and baccalaureate nursing education from the United States achieved consensus that 40 global health competencies were essential for baccalaureate nursing education in the United States. CONCLUSION AND IMPACT The domains and competencies derived in this study can be used to guide undergraduate nursing curriculum development in global health and provide a framework for both clinical instruction and evaluation of global health student experiences.
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Affiliation(s)
| | - Lynda Law Wilson
- University of Alabama at Birmingham School of Nursing, Birmingham, Alabama
| | - Doreen C Harper
- University of Alabama at Birmingham School of Nursing, Birmingham, Alabama
| | - Nataliya V Ivankova
- Schools of Health Professions and Nursing, University of Alabama at Birmingham, Birmingham, Alabama
| | - Karen Heaton
- University of Alabama at Birmingham School of Nursing, Birmingham, Alabama
| | - Maria R Shirey
- University of Alabama at Birmingham School of Nursing, Birmingham, Alabama
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Ganek H, Nixon S, Smyth R, Eriks-Brophy A. A Cross-cultural Mixed Methods Investigation of Language Socialization Practices. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2019; 24:128-141. [PMID: 30597063 DOI: 10.1093/deafed/eny037] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/09/2018] [Revised: 11/08/2018] [Accepted: 11/15/2018] [Indexed: 06/09/2023]
Abstract
This embedded mixed methods study explores how cultural differences in language socialization practices influence parent-child verbal interactions. The Language ENvironment Analysis (LENA) System audio recorded families of children who are and are not deaf and hard of hearing in Canada and Vietnam. Software automatically calculated an average conversational turn count. Canadian families participated in more turns than Vietnamese families regardless of hearing status. Interviews with the children's caregivers provided context for these results. Within Vietnamese families, the language socialization practice "Intelligence" results in reduced opportunities for turn-taking, while the Canadian focus on creating personal "Identity" encouraged them. "Intelligence" encompasses Vietnamese participants' desire to ensure their children are learning and "Identity" expresses the Canadian participants' appeal to encourage individuality in their children. The findings suggest directions for the adaptation of intervention. It is the first known study to incorporate LENA results into a mixed methods design.
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de Diego-Lázaro B. A Study Abroad to Nicaragua: Measuring Cultural Competence in Speech and Language Pathology Students. ACTA ACUST UNITED AC 2018. [DOI: 10.1044/persp3.sig17.38] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Ross-Swain D, Fogel B, Schneider EF. International Interprofessional Collaboration: The Benefits of Global Networking. ACTA ACUST UNITED AC 2017. [DOI: 10.1044/persp2.sig17.73] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
This article summarizes and highlights the benefits of international interprofessional collaboration amongst speech-language pathologists (SLPs). The California Speech-Language and Hearing Association (CSHA) was invited by the National Board of Education of Finland to participate in an academic/educational exchange with educators, SLPs, and medical practitioners. SLPs globally are experiencing shared interests, practice issues, training challenges, outreach opportunities and limitations, shortages, interprofessional collaboration and education challenges and successes, and the desire to network and learn from each other. This article will describe the benefits of academic/educational exchange opportunities for our profession and possible outcomes for global networking.
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Affiliation(s)
- Deborah Ross-Swain
- President, California Speech-Language and Hearing Association Sacramento, CA
- CEO/Clinical Director, The Swain Center Santa Rosa, CA
| | - Beryl Fogel
- California Speech-Language-Hearing Association, Speech-Language Pathologist Centinela Valley Union High School District Lawndale, CA
| | - Elaine Fogel Schneider
- California Speech-Language-Hearing Association Commissioner of Professional Services, Speech Language Pathology & Audiology, California State University Los Angeles, CA
- TouchTime International, LLC, Long Beach Unified School District Long Beach, CA
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