3. The position of Speech Pathology Australia
The following statements articulate SPA’s position regarding speech pathologists’ engagement in practice education as an educator or as a learner.
3.1. Practice education is within the scope of speech pathology practice and is integral for developing and advancing the workforce and profession
The Professional standards (SPA, 2020a), the Code of ethics (SPA, 2020b) and the Guidelines for accreditation of speech pathology degree programs (SPA, 2022) refer to practice education and student supervision. Within the Professional standards, Standard 2.6 ‘Engage in learning with colleagues, students and the community’ and Standard 3.6 ‘Support development of the profession’ specifically refer to supervision and mentoring (SPA, 2020a). The Code of ethics (SPA, 2020b) states that clinical (practice) education and supervision of learners contributes to the development, knowledge and expertise of the profession.
There is general consensus across the speech pathology profession in Australia that practice education is rewarding and beneficial to all stakeholders (SPA, 2018). Australian research specific to the speech pathology profession has demonstrated that practice education does not compromise service users nor productivity in health settings (Bourne at al., 2019). Similarly, there is growing evidence for the benefits of offering practice education in private practice contexts (Sokkar et al., 2019a; 2019b).
Practice educators have reported that professional practice placements are beneficial to the individuals they provide services to, their business practices, themselves and the profession more broadly (Sokkar et al., 2019a; SPA, 2018) and that service users are satisfied with studentdelivered services (Sokkar et al., 2019b). Authentic workplace experiences are beneficial for student health professionals and are important in the development of their professional identity (Ashby et al., 2016; Clarke et al., 2014; Snell et al.). Strong professional identity positively affects workplace performance, the care of service users, and staff retention (O’Leary et al., 2020; Walsh et al., 2008). SPA aspires to a diverse and dynamic workforce that ‘offers opportunities for long, rewarding careers, enhanced by the support and mentorship of [our] peers’ (SPA, 2016, p viii). Practice education is a key component in achieving this aspiration.
3.2. Speech pathology practice education can occur in the full range of practice contexts, and there are no areas of speech pathology practice that are inherently ‘too complex’ for an appropriately scaffolded learning experience to occur
Speech pathology learners require opportunities throughout their career to develop their knowledge, skills and autonomy within a range of settings. Practice education may occur in contexts and during activities such as placements, pre-placement preparation, workplace training and credentialling, simulations and skill classes. Practice education can occur in a variety of authentic contexts that include a range of complexities, providing learners with increased learning opportunities, experiences and workplace awareness that support the development of their professional skills and identity. In collaboration with universities and workplaces, training providers and practice educators can effectively scaffold learning opportunities to enable learners to experience the reality of independent practice, preparing them to transition into the ‘world of work’ (O’Leary et al., 2020).
3.3. Innovative models of practice education that prioritise quality and risk minimisation for all stakeholders are supported
Speech pathology educators and learners are increasingly engaging in innovative practice education models. These include interprofessional, preventative, promotional, community-based and projectfocused placements; peer-assisted learning and role-emerging practice education opportunities; peer supervision, tele-supervision, shared practice educator supervision and group supervision (SPA, 2018), and quality simulation (Hill et al., 2021).
SPA supports flexibility, innovation and diversity in practice education and supervision models. Research literature exploring a range of stakeholder perspectives supports student-delivered speech pathology services (Bourne et al., 2019; Sokkar et al., 2019a; 2019b; SPA, 2020c).
When designing and implementing learning experiences in all contexts, SPA expects that universities, workplaces and/or placement providers will take all reasonable steps to minimise risk to the learner, practice educator, individuals and communities (for example, family members, schools, residential aged care facilities), and other relevant stakeholders who engage with speech pathology services.
3.4. The amount of supervision that must be provided by practice educators and how the supervision is delivered is not stipulated
However, SPA requires that decisions regarding supervision:
- are made collaboratively by the university/training agency/placement provider and the practice educator, with consideration of the learner
- consider the objectives and assessment requirements of the learning experience
- consider a range of other influences, such as:
- the learner’s needs and competencies
- placement design o service user factors (for example, frequency of attendance, service delivery model, complexity/vulnerabilities)
- practice educator factors (for example, experience, time in role, availability)
- contextual factors (for example, space and resources, number of learners concurrently completing a placement, group dynamics) and
- availability of learning supports, resources and technology
- minimise risk to the learner, service user, practice educator and other relevant stakeholders, while maximising the quality of the teaching and learning experience.
3.5. The years of practice, experience or training that a speech pathology practice educator should have prior to supervising speech pathology learners is not stipulated
However, SPA requires that:
- the practice educator is thoroughly conversant with the objectives and assessment requirements of the learning experience
- the practice educator has the requisite knowledge, skills and resources to meet the competency expectations required during the learning experience
- the practice educator engages in appropriate professional development and professional support, including supervision and mentoring, to optimise their practice education skills and to provide the learner with a quality learning experience. For example, a learning experience involving effective and tailored supervision, scaffolded learning and instructional strategies, effective processes for communication and provision of feedback, meaningful activities and contributions to the care of service users, and building autonomy (Cusick, 2013; Darcy Associates 2013; Gruppen et al., 2018; McAllister et al., 2018)
- the practice educator abides by relevant laws, legislation, practice context policies and procedures, and funding body requirements when enabling learners to provide services to individuals or communities
- the practice context is supportive of practice educators and learners and is suitably resourced to ensure a quality teaching and learning experience for all stakeholders. For example, adjustment of practice educator’s case load in early stages of placement, debriefing opportunities, having one or more days of the week without students, and provision of logistical and psychosocial support for practice educator by manager/colleagues (for example, Bourne et al., 2020; 2022).
3.6. Speech pathology practice educators who are assessing speech pathology learners in Australia are strongly recommended to hold (or be eligible for) Certified Practicing Speech Pathologist status (CPSP) (provisional or full)
Certified Practicing Speech Pathologists (CPSPs), or speech pathologists eligible for this category, have a demonstrated commitment to meeting recency of practice and continuing professional development requirements. They ensure their professional skills and knowledge remain current, relevant, and evidence based, and they abide by the Association’s policies and Code of ethics (SPA, 2020b).
Learners who are undertaking the Re-entry Program are required to be supported by practice educators who hold Certified Practicing membership. Criterion 32 of the Accreditation Standards (2022) states that ‘the majority of student placements must be ... assessed by practice educators who hold or are eligible for Certified Practising Speech Pathologist (CPSP) status’.
3.7. Student speech pathologists completing an international practice placement as part of their Australian degree must be supervised or cosupervised by a practice educator who holds (or is eligible for) Certified Practicing Speech Pathologist Status (CPSP) (provisional or full), and/or is a certified or full member of a signatory to the Agreement for the Mutual Recognition (MRA) of Professional Association Credentials
Speech pathologists who hold CPSP status, or are eligible for this category, or are certified or full members of an MRA association, have a demonstrated commitment to meeting recency of practice and continuing professional development requirements. For students completing an international placement as part of their Australian degree, SPA’s position provides greater assurance that the practice educator has a demonstrated commitment to ensuring their professional skills and knowledge remain current, relevant and evidence based and that they abide by SPA’s (or a similarly aligned professional association’s) policies and its Code of ethics (SPA, 2020b).
3.8. All student speech pathologists completing an Australian degree must complete the majority of their student placements in Australia. At least one near-entry/penultimate or entry-level placement must also be completed in Australia, which must include in-person, face-to-face service delivery
International placements provide unique opportunities for learners to develop their lifelong learning, social, interprofessional and cross-cultural competencies. However, SPA’s regulatory role requires that students enrolled in Australian speech pathology degrees demonstrate entry-level competencies relevant to working in the Australian context. This includes their ability to socialise into a professional practice community and understand the complexities of service delivery (McLeod et al., 1997) within the Australian context.
Students enrolled in Australian speech pathology degrees may undertake international practice placements where available, at the discretion of their enrolling university, and considering the supervisory requirements of the previous statement. However, SPA requires all students to complete the majority of their placements in Australia and at least one of the student’s near-entry/penultimate or entry-level placement must take place in Australia.
Further, while SPA supports telepractice as an alternative service delivery model, at a minimum, student speech pathologists are required to provide in-person, face-to-face services during their penultimate or final placement.
3.9. The majority of placements must be with real, rather than simulated, service users
SPA recognises the value of simulation in building confidence, knowledge and skills among speech pathology learners and its potential for addressing limitations and availability of traditional placements (Hill et al., 2021; Sheepway et al., 2011). SPA views simulation as an appropriate supplement to, but not a replacement for, placements involving in-person, face-to-face service delivery (Hill et al., 2021).
Consequently, the majority of placements as part of an Australian speech pathology degree must be undertaken with real, rather than simulated, speech pathology service users in Australia. All simulated placement components should involve positive learning elements such as ‘establishing a safe environment, peer observation, debriefing, [and] creating opportunity for repetition’ (Hill et al., 2021, p. 97).