Palliative care curriculum for speech-language pathology students

This paper reports on the experience of undergraduate speech–language pathology students at one university chosen for the implementation stage of the Palliative Care Curriculum for Undergraduates (PCC4U) Project. Funded by a government department for health and ageing through a national palliative c...

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Bibliographic Details
Published in:International journal of language & communication disorders 2011-05, Vol.46 (3), p.273-285
Main Authors: Mathisen, Bernice, Yates, Patsy, Crofts, Penny
Format: Article
Language:English
Subjects:
Biological and medical sciences
Curriculum
Educational Measurement
Health staff related problems. Vocational training
Hospice care
Humans
interdisciplinary collaboration
Medical sciences
Needs Assessment
Palliative Care
Pathology
Pilot Projects
Program Development
Program Evaluation
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Social psychiatry. Ethnopsychiatry
Speech therapy
speech-language pathology
Speech-Language Pathology - education
Speech-Language Pathology - ethics
Speech-Language Pathology - methods
speech-language pathology clinical education
student training
Universities - organization & administration
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Summary:This paper reports on the experience of undergraduate speech–language pathology students at one university chosen for the implementation stage of the Palliative Care Curriculum for Undergraduates (PCC4U) Project. Funded by a government department for health and ageing through a national palliative care programme, the project was managed by a team of researchers from the discipline of nursing. The PCC4U project championed the inclusion of palliative care education as an integral part of medical, nursing, and allied healthcare undergraduate training. Of the pilot sites chosen for the PCC4U project, only one site, reported here, included both speech–language pathology and social work disciplines, providing an important opportunity for interdisciplinary collaboration on novel curriculum development in an area of mutual interest. This synergy served as an excellent foundation for ongoing opportunities for interdisciplinary teaching and learning in the university. Speech–language pathology students reported that the project was an invaluable addition to their education and preparation for clinical practice.
ISSN:1368-2822
1460-6984
DOI:10.3109/13682822.2010.495739