A simulation-based learning experience in augmentative and alternative communication using telepractice: speech pathology students’ confidence and perceptions

• Main Authors: Simone Howells, Elizabeth A. Cardell, Monique C. Waite, Andrea Bialocerkowski, Neil Tuttle
• Format: Article
• Language: English
• Published: BMC 2019-12-01
• Series: Advances in Simulation
• Subjects: Simulation; Speech-language pathology; Student training; Augmentative and alternative communication; Telepractice; Clinical education
• Online Access: https://doi.org/10.1186/s41077-019-0113-x

Abstract Background Simulation, as an activity in speech-language pathology training, can increase opportunities for students to gain required skills and competencies. One area that has received little attention in the simulation literature, yet is a growing area of clinical practice, is alternative and augmentative communication (AAC). Also growing, is the use of telepractice to deliver services. This exploratory study investigated graduate entry speech-language pathology student perceptions of a simulation learning experience working with an adult with complex communication needs via telepractice. Methods First year Master of Speech Pathology students completed a 1-day simulation using a videoconferencing delivery platform with an actor portraying an adult client with motor neurone disease requiring AAC. Quantitative and qualitative survey measures were completed pre- and post-simulation to explore students’ confidence, perceived impact on clinical performance, and perceived extent of learning, specifically, their interest, competence, and tension. Further, students’ perceptions about the telepractice system useability were explored. Fifty-two responses were received and analysed using descriptive statistics and content analysis. Results Post-simulation, students reported increased confidence and perceived positive impacts on their confidence and clinical skills across communication, assessment, and management domains. They felt better prepared to manage a client with a progressive neurological condition and to make AAC recommendations. For telepractice delivery, technology limitations were identified as impacting its use, including infrastructure (e.g., weak internet connection). In addition, some students reported feeling disconnected from the client. Conclusion This study supports the use of simulation in AAC through telepractice as a means of supporting Masters-level speech pathology student learning in this area of practice.