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Grigsby S, Muñoz K, San Miguel GG, Twohig MP. Discussing Patient Emotions in Audiology: Provider Experiences With the Implementation Process of Hearing Loss Psychological Inflexibility Screenings. Am J Audiol 2024:1-15. [PMID: 38563702 DOI: 10.1044/2024_aja-23-00198] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/04/2024] Open
Abstract
PURPOSE This study aimed to investigate barriers and facilitators experienced by clinical educators and graduate students when talking with patients about difficult emotions and thoughts related to their hearing. METHOD A longitudinal observational design was used and an Implementation Research Logic Model guided the process. Five clinical educators and five graduate students participated in the study. Participants completed pre- and postmeasures and attended individual debriefing sessions during the 8-month study period. RESULTS Four themes emerged from the debriefing sessions: (a) learning process, (b) confidence, (c) barriers, and (d) supervision. Participants described that the Acceptance and Action Questionnaire-Managing Child Hearing Loss and Acceptance and Action Questionnaire-Adult Hearing Loss served as a reminder to ask about patients' internal barriers and increased awareness of their discomfort in talking about patient emotions. Participants also described barriers and struggles related to supporting students in gaining counseling skills. CONCLUSIONS Screening for internal challenges helped clinicians remember to talk with patients about their difficult thoughts and emotions. Clinician hesitancy to engage in conversations with patients about their emotions can interfere with opportunities for patients to share their struggles and with training student in these skills.
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Affiliation(s)
- Sydnee Grigsby
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
| | - Karen Muñoz
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
- National Center for Hearing Assessment and Management, Utah State University, Logan
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2
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Warren SE, Barron AL. Audiologists' attitudes and practice toward referring for psychosocial intervention with cochlear implant patients. FRONTIERS IN REHABILITATION SCIENCES 2024; 4:1306485. [PMID: 38239630 PMCID: PMC10794524 DOI: 10.3389/fresc.2023.1306485] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/03/2023] [Accepted: 11/27/2023] [Indexed: 01/22/2024]
Abstract
Background Hearing loss is associated with a range of poor psychosocial outcomes. Cochlear implants (CI) are an available treatment option for significant hearing loss and have been linked to improved quality of life in patients. Evidence suggests that audiologists lack the skills to appropriately detect, address, and refer for psychosocial needs among patients with hearing loss. The objective of this study is to examine the attitudes and practice patterns related to psychosocial care among audiologists who work with CI users. Methods A cross-sectional survey was administered to clinical audiologists who work with CI recipients in the United States. The survey evaluated participants' attitudes toward psychosocial services and factors that contribute to their abilities to address the psychosocial needs of their patients. Additionally, participants were surveyed about their practice patterns including the use of psychosocial screeners, clinical protocols regarding psychosocial care, and referral patterns for coordinated psychosocial services. Descriptive statistics were used to summarize survey responses. Results Sixty-eight audiologists completed the survey. Of these audiologists, a majority (73.6%) held the attitude that most or all CI patients would benefit from psychosocial intervention. Despite clinicians' recognition of psychosocial needs in this population, over 90% of participants reported never screening for psychosocial symptoms. Additionally, a majority of respondents indicated that they seldom refer their patients for psychosocial services, with referrals occurring less than half the time (58%) or never (27%). Additionally, few audiologists reported utilizing protocols or resources for guiding psychosocial practices. Audiologists indicated that the primary factors that influence their psychosocial practices include time available to spend with the patient and their comfort level in counseling. Conclusion Audiologists working with CI patients recognize the potential benefit of psychosocial intervention in this population. Nevertheless, audiologists encounter barriers in clinical practice which limit their ability to identify and address the psychosocial needs of their patients. Strategies designed to enhance audiologists' capacity to recognize the psychosocial needs of CI users, in addition to improved interprofessional practice on CI teams, implies significant opportunities to improve the provision of patient-centered hearing care.
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Affiliation(s)
- Sarah E. Warren
- Department of Communication Sciences and Disorders, University of Memphis, Memphis, TN, United States
| | - Autumn L. Barron
- Department of Communication Sciences and Disorders, University of Memphis, Memphis, TN, United States
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Skinner K, Billingsly D, Conley Q. Student Perceptions of Learning Clinical Masking in Audiology: An Exploratory Survey Study. Am J Audiol 2023:1-11. [PMID: 37059052 DOI: 10.1044/2023_aja-22-00149] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/16/2023] Open
Abstract
PURPOSE The audiology literature is rich with work in the area of clinical masking, yet there is a perception that learning how to mask is difficult. The purpose of this study was to explore the experiences of audiology doctoral students and recent graduates in learning clinical masking. METHOD This exploratory study used a cross-sectional survey design, sampling doctor of audiology (AuD) students and recent graduates to probe the perceived effort required and challenges experienced in learning clinical masking. A total of 424 survey responses were included in the analysis. RESULTS A large majority of respondents rated learning clinical masking as being challenging and effortful. Responses suggested that it took more than 6 months for confidence to develop. Qualitative analysis of the open-ended question uncovered four themes: "negative experience in the classroom"; "lack of consensus or variation in teaching"; "focus on content/rules"; and "positives, internal and external." CONCLUSIONS Survey responses shed light on the perception that clinical masking is difficult to learn and highlight teaching and learning strategies that affect the development of this skill. Students reported a negative experience when significant emphasis was placed on formulas and theories and when encountering multiple masking methods in the clinic. On the other hand, students found clinic, simulations, lab-based classes, and some classroom instruction beneficial to learning. Students reported that their learning process included use of cheat sheets, practicing independently, and conceptualizing the process of masking to support their learning.
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Affiliation(s)
- Kimberly Skinner
- Department of Audiology and Speech-Language Pathology, A.T. Still University, Mesa, AZ
| | - Danica Billingsly
- Department of Allied Health and Communicative Disorders, Northern Illinois University, DeKalb
| | - Quincy Conley
- Teaching & Learning Center, A.T. Still University, Mesa, AZ
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4
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Counseling in Speech-Language Pathology: Perspectives and experiences of Speech-Language Pathologists in India. CLINICAL EPIDEMIOLOGY AND GLOBAL HEALTH 2023. [DOI: 10.1016/j.cegh.2022.101207] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023] Open
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5
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Watermeyer J, Kanji A. Students' Reflections During Training Workshops on Communication and Information Exchange in Audiology Consultations: An Exploratory Qualitative Study. Am J Audiol 2022; 31:541-551. [PMID: 35749659 DOI: 10.1044/2022_aja-21-00255] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE This clinical focus article outlines various communication challenges and scenarios related to information giving encountered by a group of audiology students, as reflected on during a series of communication skills workshops. METHOD We held two online training workshops during which students reflected on their clinical communication experiences and asked questions related to clinical scenarios. Third-year audiology students from a South African university participated in the workshops (17 in the first, 15 in the second). We analyzed these reflections using thematic analysis. RESULTS Students' reflections related to four themes: (a) balancing information giving, (b) managing shared decision making, (c) managing linguistic differences, and (d) relating bad news. The first theme was heavily prioritized in students' reflections. Providing students with time to practice skills introduced in the initial communication skills workshop enabled further reflection in the subsequent workshop. We discuss these themes using specific examples raised by students. CONCLUSIONS Our findings suggest that students first need to master basic information giving skills before they can move on to more advanced skills such as managing shared decision making, linguistic differences, and relating bad news. This study confirms that reflective skills need to be developed with students in an explicit manner, rather than as part of a hidden curriculum. Our approach to providing communication training and encouraging reflection on clinical experiences offers a starting point for clinical educators to support students in developing these skills.
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Affiliation(s)
- Jennifer Watermeyer
- Department of Speech Pathology and Audiology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa
| | - Amisha Kanji
- Department of Speech Pathology and Audiology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa
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Kanji A, Watermeyer J, Ismail M. Audiology students’ clinical communication and information giving practices during initial consultations: The impact of a brief intervention. SPEECH, LANGUAGE AND HEARING 2021. [DOI: 10.1080/2050571x.2021.2008175] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Amisha Kanji
- Department of Speech Pathology and Audiology, School of Human and Community Development, University of the Witwatersrand, South Africa
| | - Jennifer Watermeyer
- Department of Speech Pathology and Audiology, School of Human and Community Development, University of the Witwatersrand, South Africa
| | - Mishkah Ismail
- Department of Speech Pathology and Audiology, School of Human and Community Development, University of the Witwatersrand, South Africa
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Sandberg CW, Nadermann K, Parker L, Kubat AM, Conyers LM. Counseling in Aphasia: Information and Strategies for Speech-Language Pathologists. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:2337-2349. [PMID: 34499847 DOI: 10.1044/2021_ajslp-20-00312] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose The purpose of this tutorial is to provide an overview of mental health concerns of persons with aphasia (PWAs), strategies that speech-language pathologists (SLPs) can use to address the mental health concerns of PWAs within their scope of practice, guidance related to how SLPs can help facilitate access to appropriate mental health services, and suggestions for the future of pre- and postcertification education regarding counseling in aphasia for SLPs. Method This tutorial begins with a case study that is used as a reference point throughout the tutorial. It then introduces the gap in mental health services for PWAs that prompted this work, walks SLPs through common mental health concerns PWAs experience, and provides guidance for SLPs related to counseling techniques they can utilize within their sessions and referral to counseling professionals. We end by reiterating the need for more mental health awareness and training for SLPs and suggestions for incorporating more training related to addressing client mental health concerns and developing effective collaborations with rehabilitation and mental health counselors, as needed. Conclusions The mental health needs of PWAs are not being met. This is partly due to a lack of training in counseling for SLPs and a lack of training in communication techniques for rehabilitation and mental health counselors. With this tutorial, we hope to bring more awareness to the current need for mental health services for PWAs and to provide SLPs with some tools for addressing these needs among their clientele.
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Affiliation(s)
- Chaleece W Sandberg
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park
| | - Kristen Nadermann
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park
| | - Lauren Parker
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park
| | - Anne Marie Kubat
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park
| | - Liza M Conyers
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park
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Bennett RJ, Kelsall-Foreman I, Donaldson S, Olaithe M, Saulsman L, Badcock JC. Exploring Current Practice, Knowledge, and Training Needs for Managing Psychosocial Concerns in the Audiology Setting: Perspectives of Audiologists, Audiology Reception Staff, and Managers. Am J Audiol 2021; 30:557-589. [PMID: 34139126 DOI: 10.1044/2021_aja-20-00189] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
Purpose The purpose of this study was to explore the current practices and training requirements for supporting clients experiencing psychosocial concerns in the audiology setting, from the perspectives of audiology clinicians, managers, and reception staff. Method Convenience sampling was used to recruit audiologists, reception staff, and clinic managers (N = 13, M age = 32.2 ± 8.1, range: 25-47 years, 11 female) through a large hearing services provider in Western Australia. A semistructured focus group was used to elicit participant views regarding current experiences relating to clients who express psychosocial concerns in the audiology setting, familiarity with psychosocial interventions, and training requirements for delivery of psychosocial interventions in the audiological setting. Results Twenty-four subthemes were identified across six themes: (1) awareness of psychosocial well-being, (2) the role of others, (3) identifying client's psychosocial needs, (4) managing client's psychosocial needs, (5) barriers to providing psychosocial support, and (6) broadening audiological services to include psychosocial support. Conclusions Participants reported an awareness of their clients' psychosocial challenges within the audiology setting, yet they described uncertainty in how best to respond in providing support and whether this was within their scope of practice. A majority of audiology staff expressed desire and motivation to broaden the scope of their service in order to better address their clients' hearing loss-related psychosocial needs.
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Affiliation(s)
- Rebecca J. Bennett
- Ear Science Institute Australia, Subiaco, Western Australia
- Ear Sciences Centre, The University of Western Australia, Crawley, Australia
| | - India Kelsall-Foreman
- School of Psychological Science, The University of Western Australia, Crawley, Australia
| | - Sara Donaldson
- School of Psychological Science, The University of Western Australia, Crawley, Australia
| | - Michelle Olaithe
- School of Psychological Science, The University of Western Australia, Crawley, Australia
| | - Lisa Saulsman
- School of Psychological Science, The University of Western Australia, Crawley, Australia
| | - Johanna C. Badcock
- School of Psychological Science, The University of Western Australia, Crawley, Australia
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Whicker JJ, Ong CW, Muñoz K, Twohig MP. The Relationship Between Psychological Processes and Indices of Well-Being Among Adults With Hearing Loss. Am J Audiol 2020; 29:728-737. [PMID: 32916060 DOI: 10.1044/2020_aja-20-00035] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023] Open
Abstract
Purpose The purpose of this study was to explore the role of psychological processes (i.e., internalized shame, self-efficacy, psychological inflexibility) regarding hearing loss in the well-being of adults who have hearing loss. Method This study used a cross-sectional survey design. Two hundred sixty-four surveys were submitted for analysis. Data were collected using a survey posted to online social media support, in audiology clinics across the country, and through national organizations supporting individuals who have hearing loss. Regressions were used to determine whether internalized shame, self-efficacy, or psychological inflexibility held any predictive value over subjects' well-being. Results Shame, self-efficacy, and psychological inflexibility significantly predicted different aspects of well-being. Conclusion Audiologists should consider the role of internalized thoughts and emotions regarding patients' hearing loss on how patients understand and manage their hearing health.
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Affiliation(s)
- John J. Whicker
- Department of Rehabilitation, Primary Children's Hospital, Salt Lake City, UT
| | | | - Karen Muñoz
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
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10
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Bennett RJ, Barr C, Montano J, Eikelboom RH, Saunders GH, Pronk M, Preminger JE, Ferguson M, Weinstein B, Heffernan E, van Leeuwen L, Hickson L, Timmer BHB, Singh G, Gerace D, Cortis A, Bellekom SR. Identifying the approaches used by audiologists to address the psychosocial needs of their adult clients. Int J Audiol 2020; 60:104-114. [PMID: 32940093 DOI: 10.1080/14992027.2020.1817995] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
OBJECTIVE To identify the approaches taken by audiologists to address their adult clients' psychosocial needs related to hearing loss. DESIGN A participatory mixed methods design. Participants generated statements describing the ways in which the psychosocial needs of their adult clients with hearing loss are addressed, and then grouped the statements into themes. Data were obtained using face-to-face and online structured questions. Concept mapping techniques were used to identify key concepts and to map each of the concepts relative to each other. STUDY SAMPLE An international sample of 65 audiologists. RESULTS Ninety-three statements were generated and grouped into seven conceptual clusters: Client Empowerment; Use of Strategies and Training to Personalise the Rehabilitation Program; Facilitating Peer and Other Professional Support; Providing Emotional Support; Improving Social Engagement with Technology; Including Communication Partners; and Promoting Client Responsibility. CONCLUSIONS Audiologists employ a wide range of approaches in their attempt to address the psychosocial needs associated with hearing loss experienced by their adult clients. The approaches described were mostly informal and provided in a non-standardised way. The majority of approaches described were not evidence-based, despite the availability of several options that are evidence-based, thus highlighting the implementation gap between research and clinical practice.
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Affiliation(s)
- Rebecca J Bennett
- Ear Science Institute Australia, Subiaco, Australia.,The University of Western Australia, Crawley, Australia.,School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, Australia
| | - Caitlin Barr
- Soundfair, Melbourne, Australia.,Department of Audiology and Speech Pathology, The University of Melbourne, Melbourne Australia
| | | | - Robert H Eikelboom
- Ear Science Institute Australia, Subiaco, Australia.,The University of Western Australia, Crawley, Australia.,Department of Speech Language Pathology and Audiology, University of Pretoria, Pretoria, South Africa
| | - Gabrielle H Saunders
- Manchester Centre for Audiology and Deafness, School of Health Sciences, University of Manchester, Manchester, UK
| | - Marieke Pronk
- Department of Otolaryngology-Head and Neck Surgery, Ear & Hearing, Amsterdam Public Health research institute, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Jill E Preminger
- Program in Audiology, University of Louisville School of Medicine, Louisville, KY, USA
| | | | | | - Eithne Heffernan
- Discipline of General Practice, Clinical Science Institute, School of Medicine, National University of Ireland Galway, Galway, Ireland
| | - Lisette van Leeuwen
- Department of Otolaryngology-Head and Neck Surgery, Ear & Hearing, Amsterdam Public Health research institute, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Louise Hickson
- School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, Australia
| | - Barbra H B Timmer
- School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, Australia.,Sonova AG, Staefa, Switzerland
| | - Gurjit Singh
- Sonova AG, Staefa, Switzerland.,Department of Psychology, Ryerson University, Toronto, Canada.,Department of Speech-Language Pathology, University of Toronto, Toronto, Canada
| | - Daniel Gerace
- Ear Science Institute Australia, Subiaco, Australia.,The University of Western Australia, Crawley, Australia
| | - Alex Cortis
- Ear Science Institute Australia, Subiaco, Australia.,The University of Western Australia, Crawley, Australia
| | - Sandra R Bellekom
- Ear Science Institute Australia, Subiaco, Australia.,The University of Western Australia, Crawley, Australia
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Whicker JJ. Strategies for Increasing Counseling Competencies Among Audiology Graduate Clinicians: A Viewpoint. Am J Audiol 2020; 29:528-532. [PMID: 32783777 DOI: 10.1044/2020_aja-20-00036] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
Purpose This article aimed to review and discuss relevant literature regarding counseling training strategies among audiology graduate clinicians. Conclusions From the literature, five studies have explored the effectiveness of specific counseling training strategies among audiology graduate clinicians. Evidence regarding the strength of the training strategies used is minimal, and future research is warranted to define counseling in audiology in a way that is tangible and measurable.
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Affiliation(s)
- John J. Whicker
- Department of Rehabilitation, Primary Children's Hospital, Salt Lake City, UT
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12
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Luterman D. On Teaching Counseling: Getting Beyond Informational Counseling. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 29:903-908. [PMID: 32073300 DOI: 10.1044/2019_ajslp-19-00013] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose The purpose of this article was to examine the current state of counseling education and to present examples of strategies for teaching counseling based on the author's 40 years of university teaching. Conclusion Current research suggests that students and clinicians are not getting sufficient training in personal adjustment counseling. A recent unpublished survey suggests that only a few graduate programs require a counseling course for speech-language pathology students. Additional research suggests that, although audiology students do have access to counseling coursework, these courses focus primarily on informational/educational counseling strategies and not on teaching personal adjustment counseling strategies. The American Speech-Language-Hearing Association should review current standards for including counseling training in the curriculum, and graduate programs should review how they are teaching counseling and determine if their processes are effective.
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Muñoz K, Ong CW, Whicker J, Twohig M. Promoting Counseling Skills in Audiology Clinical Supervisors: Considerations for Professional Development. Am J Audiol 2019; 28:1052-1058. [PMID: 31644313 DOI: 10.1044/2019_aja-19-0060] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
Purpose Clinical supervision for counseling skill development can be variable and can undermine student ability to learn patient-centered care communication. The current study aimed to evaluate the effectiveness of consultation and feedback sessions on counseling behavior, in actual clinical practice, among clinical audiology supervisors. We also collected qualitative data on participants' experiences and suggestions for improving the counseling intervention to increase counseling communication in audiology graduate training programs. Method We used a noncurrent multiple baseline design and staggered the counseling intervention to control for effects of concurrent events and passage of time. Results Two participants showed small but reliable increases in counseling behavior, whereas the 3rd participant showed bigger but less stable increases in counseling. Participants reported that brief feedback sessions were helpful; however, they also mentioned barriers to counseling, such as worries with how much time counseling could take when they have back-to-back appointments. Conclusion Clinical audiology supervisors were able to improve their counseling skills in real-life sessions with regular feedback. More structure may be needed to strengthen future counseling skills.
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Affiliation(s)
- Karen Muñoz
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
| | | | - John Whicker
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
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Meibos A, Muñoz K, Twohig M. Counseling Competencies in Audiology: A Modified Delphi Study. Am J Audiol 2019; 28:285-299. [PMID: 31021661 DOI: 10.1044/2018_aja-18-0141] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose Counseling practices in audiology play a critical role in helping patients and families understand, accept, and adjust to the dynamic impacts ear-related disorders have on their lives. The purpose of this study was to identify what competencies (i.e., knowledge, skills, and attitudes) are important for audiologists to possess to provide effective counseling in practice. Method A modified Delphi study design was used to survey a panel of 33 professionals with expertise in audiologic counseling from 5 different countries. In the 1st survey round, experts were asked to respond to 3 open-ended prompts. Responses were condensed and revised into items experts were asked to rate during the 2nd and 3rd survey rounds, on a 6-point Likert scale of importance. Results A total of 819 items were generated from the open-ended prompts. A total of 72 items were included in the 2nd and 3rd rounds of survey instruments. Consensus was met on 64 audiologic counseling competency items. Conclusions The competency items identified in this study reflect important knowledge, skills, and attitudes that are important to audiologic counseling. Items that met consensus in this study can inform competencies audiology students can acquire during graduate training. Practice guidelines in the field currently lack the necessary clarity and detail needed for implementation of counseling competencies in clinical education. Future research is needed to explore factors important for implementation of evidence-based counseling training in graduate audiology programs.
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Affiliation(s)
- Alex Meibos
- School of Speech-Language Pathology and Audiology, University of Akron, OH
| | - Karen Muñoz
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
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15
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Tai S, Barr C, Woodward-Kron R. Towards patient-centred communication: an observational study of supervised audiology student-patient hearing assessments. Int J Audiol 2019; 58:97-106. [DOI: 10.1080/14992027.2018.1538574] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Samantha Tai
- The HEARing Cooperative Research Centre, Carlton, Victoria, Australia
- Department of Audiology and Speech Pathology, The University of Melbourne, Melbourne, Victoria, Australia
| | - Caitlin Barr
- The HEARing Cooperative Research Centre, Carlton, Victoria, Australia
- Department of Audiology and Speech Pathology, The University of Melbourne, Melbourne, Victoria, Australia
| | - Robyn Woodward-Kron
- Department of Medical Education, The University of Melbourne, Melbourne, Victoria, Australia
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