Reflections on a Collaborative, Cross-University National Call for Speech and Language Therapy Placements during the COVID-19 Pandemic

Authors

  • Kerrie O'Grady University College Cork
  • Laura Loftus National University of Ireland, Galway
  • Francoise Kiely University of Limerick
  • Duana Quigley Trinity College Dublin

DOI:

https://doi.org/10.18552/ijpblhsc.v9i2.721

References

ASHA. (2021). Student externships. https://www.asha.org/Students/Externships/

Bourne, E., McAllister, L., Nagarajan, S., & Short, K. (2019). The effect of speech-language pathology students on clinician time use and activity. International Journal of Speech-Language Pathology, 21, 163–174. https://doi.org/10.1080/17549507.2017.1416175

Cullen, P. (2020, December 3). Almost 300,000 essential therapy appointments missed in first half of year. The Irish Times. https://www.irishtimes.com/news/health/almost-300-000-essential-therapy-appointments-missed-in-first-half-of-year-1.4425897

Deasy, C., Coughlan, B., Pironom, J., Jourdan, D., & McNamara, P. (2016). Psychological distress and help seeking amongst higher education students: findings from a mixed method study of undergraduate nursing/midwifery and teacher education students in Ireland. Irish Educational Studies, 35, 175–194. https://doi.org/10.1080/03323315.2016.1146157

Gibbs, G. (1998). Learning by doing: A guide to teaching and learning methods. Further Education Unit. https://thoughtsmostlyaboutlearning.files.wordpress.com/2015/12/learning-by-doing-graham-gibbs.pdf

IASLT. (2020a). Supporting student speech and language therapy placements in the context of COVID-19: A practice educator guide to a blended approach. https://www.iaslt.ie

IASLT. (2020b). The Irish Association of Speech and Language Therapists pre-budget submission 2021. https://www.iaslt.ie/documents/public-information/IASLT/IASLT_Pre-Budget%202021.pdf

McAllister, S., & Nagarajan, S. (2015). Accreditation requirements in allied health education: Strengths, weaknesses and missed opportunities. Journal of Teaching and Learning for Graduate Employability, 6, 2–23. https://doi.org/10.21153/jtlge2015vol6no1art570

Quigley, D., Loftus, L., McGuire, A., & O’Grady, K. (2020). An optimal environment for placement learning: Listening to the voices of speech and language therapy students. International Journal of Language and Communication Disorders, 55, 506–519. https://doi.org/10.1111/1460-6984.12533

Royal College of Speech and Language Therapists. (2003). Position paper: The provision of clinical placements: Stakeholder roles & responsibilities. https://rcslt.org/wp-content/uploads/media/Project/RCSLT/positionpaperclinicalpdf.pdf

Speech Pathology Association of Australia. (2005). Position statement. Clinical education: The importance and value for the speech pathology profession. https://www.ndp.org.au/images/NDP_Navigation/NewToSector/Position_Statement_Clinical-Education.pdf

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Published

2021-09-01

How to Cite

O’Grady, K., Loftus, L. ., Kiely, F., & Quigley, D. . (2021). Reflections on a Collaborative, Cross-University National Call for Speech and Language Therapy Placements during the COVID-19 Pandemic. International Journal of Practice-Based Learning in Health and Social Care, 9(2), 78–81. https://doi.org/10.18552/ijpblhsc.v9i2.721

Issue

Vol. 9 No. 2 (2021): Special Issue - COVID-19, PART I, Rising to the challenge: policy, practice and partnership in developing practice-based learning during the COVID-19 pandemic

Section

Reflective papers

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