Date of Award
Spring 4-29-2019
Document Type
Thesis (699 registration)
Degree Name
Master of Science in Speech-Language Pathology
Department
Graduate Studies
Committee Chair
Elaine Pyle,Ph.D., MS/CCC-SLP
Keywords
Interprofessional Collaborative Practice, Speech-Language Pathology, Clinical Fellowship Year
Abstract
According to a recent study (ASHA, 2017), only 54% of speech-language pathologists (SLPs) employed in a school reported they felt very prepared to engage in interprofessional collaborative practice (IPCP). It is essential for SLPs to engage in IPCP with a wide range of other professionals including, but not limited to: regular education teachers, special education teachers, occupational therapists (OT), physical therapists (PT), administrators, nurses, social workers, psychologists, and audiologists. The purpose of this qualitative phenomenological study was to explore the perspectives of new SLPs on their preparedness for IPCP. The study sheds light on whether the SLP felt prepared for IPCP at the beginning and end of the CF year from their educational training. It also describes their experiences with interprofessional collaborative practice and their interprofessional education (IPE) experiences in school settings during their Clinical Fellowship (CF) year.
Recommended Citation
Sawatzky, Rachel, "Speech-Language Pathologists’ Perspectives on Preparedness for Interprofessional Collaborative Practice in School Settings" (2019). Dissertations, Theses, and Projects. 187.
https://red.mnstate.edu/thesis/187