This paper considers the factors which might be important to speech and language
therapists (SLTs) as they learn to be clinical educators. It draws on an interpretative study …

Education for competent practice in speech and language therapy is the focus of this thesis.
Competence has many identities, fromgood enough'toexcellent'. The literature on …

Upon qualifying with a speech and language therapy degree, the therapist has to be
prepared to work with a wide range of client groups and to cope within a specific work …

A university speech and language therapy clinical learning experience was evaluated. A
group of postgraduate pre‐registration speech and language therapy students were placed …

Why do speech and language therapists need to be competent? There are answers at many
levels. From a personal point of view, each speech and language therapist might be …

Research in speech and language therapy education has focussed on investigating models
of clinical placements, rather than how learning is optimised in practical settings. A …

The needs of under‐graduate students and newly qualified speech and language therapists
(SLTs) are discussed. The results of a small‐scale survey of final year SLT students and one …

INFORMING EDUCATIONAL CHANGE TO IMPROVE CLINICAL COMPETENCE Page 1 406
Session 7.5 INFORMING EDUCATIONAL CHANGE TO IMPROVE CLINICAL COMPETENCE …

This chapter is about the process of learning and professional development that enables
speech and language therapists and therapists-in-training to make the decisions described …

Background: Clinical educators are expected to prepare students to be competent beginning
practitioners, ready to enter the workforce and meet the demands of competent practice. As …