TY - JOUR
T1 - Graduate speech-language pathology students’ initial self-perceptions of skills critical for interprofessional practice
AU - Karasinski, Courtney
AU - Schmedding-Bartley, Janine L.
N1 - Publisher Copyright:
© 2018 Taylor & Francis.
PY - 2018/5/4
Y1 - 2018/5/4
N2 - Interprofessional collaborative practice is critical for quality service delivery. Given the limited research on speech-language pathology (SLP) students’ interprofessional knowledge and skills, this investigation assessed graduate SLP students’ self-perceived interprofessional competence and their perceptions of roles of other professionals. Fifty-eight SLP students completed two validated surveys at the beginning of the first or second semester of graduate school. Collectively, the students rated themselves positively on communication, teamwork, attitudes toward interprofessional learning, and professional relationships. They rated the interactions of other professionals negatively. No significant differences were found between first- and second-semester students on communication, teamwork, and attitudes toward interprofessional learning. First-semester students rated interprofessional interactions and personal interprofessional relationships more positively than second-semester students. Overall, the students rated other professionals positively. These data describe the initial self-perceived interprofessional competencies of SLP students early in their master’s program, providing direction in designing interprofessional experiences for SLP students and practicing clinicians.
AB - Interprofessional collaborative practice is critical for quality service delivery. Given the limited research on speech-language pathology (SLP) students’ interprofessional knowledge and skills, this investigation assessed graduate SLP students’ self-perceived interprofessional competence and their perceptions of roles of other professionals. Fifty-eight SLP students completed two validated surveys at the beginning of the first or second semester of graduate school. Collectively, the students rated themselves positively on communication, teamwork, attitudes toward interprofessional learning, and professional relationships. They rated the interactions of other professionals negatively. No significant differences were found between first- and second-semester students on communication, teamwork, and attitudes toward interprofessional learning. First-semester students rated interprofessional interactions and personal interprofessional relationships more positively than second-semester students. Overall, the students rated other professionals positively. These data describe the initial self-perceived interprofessional competencies of SLP students early in their master’s program, providing direction in designing interprofessional experiences for SLP students and practicing clinicians.
KW - Speech-language pathology
KW - interprofessional education
KW - self-perceptions
UR - http://www.scopus.com/inward/record.url?scp=85041118244&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85041118244&partnerID=8YFLogxK
U2 - 10.1080/13561820.2017.1325860
DO - 10.1080/13561820.2017.1325860
M3 - Article
C2 - 29351499
AN - SCOPUS:85041118244
SN - 1356-1820
VL - 32
SP - 382
EP - 385
JO - Journal of Interprofessional Care
JF - Journal of Interprofessional Care
IS - 3
ER -