Simulation-Based Learning in Communication Sciences and Disorders: Moving from Theory to Practice

A new resource for academic and clinical educators, Simulation-Based Learning in Communication Sciences and Disorders: Moving From Theory to Practice presents best practices in simulations for undergraduate, graduate, and workplace training programs in audiology, speech-language pathology, and communication sciences and disorders.
 
Utilizing the expertise of experienced clinical educators, Simulation-Based Learning in Communication Sciences and Disorders is an introductory to intermediate text for those interested in implementing clinical simulations within undergraduate and graduate training programs, as well as the workplace. To that end, it includes descriptions of various simulation technologies, ranging from low to high fidelity, as well as examples for implementation.
 
The text is divided into three main sections:
• Foundations in Clinical Simulations provides an overview of foundational theories in simulation-based learning and principles of teaching and learning in higher education.
• Clinical Simulation Learning Experiences expands upon the various forms of simulation technology, outlines the best practices for implementing simulations for learning, and identifies ways for educators to incorporate simulation technologies into their curriculum.
• Professional Issues and Advocacy calls on readers to engage in professional development and research in the area of simulations; readers are encouraged to consider ways in which existing and emerging technologies can help us adapt to the upcoming changes in education and training.
 
Simulation-Based Learning in Communication Sciences and Disorders: Moving From Theory to Practice is one of the first books to integrate best practices in simulation research and practice specifically for academics and clinical educators in communication sciences and disorders. It is an invaluable guide to anyone who is interested in providing high-quality learning experiences through simulation to students and professionals in communication sciences and disorders.

 

Contents

Contents
Dedication
Acknowledgments
About the Editors
Contributing Authors
Introduction

Part I          Foundations in Clinical Simulations
Chapter 1    Introduction to Simulation-Based Learning
Carol C. Dudding, PhD, CCC-SLP, F-ASHA, CHSE
Chapter 2    Foundational Theory for Simulation-Based Learning Experiences
Sue McAllister, PhD, FSPA and Carol C. Dudding, PhD, CCC-SLP, F-ASHA, CHSE
Chapter 3    Simulation for Clinical Education in Communication Sciences and Disorders
Meredith L. Baker-Rush, PhD, MS, CCC-SLP/L, CHSE, FNAP and
Richard I. Zraick, PhD, CCC-SLP, F-ASHA, CHSE

Part II        Clinical Simulation Learning Experiences
Chapter 4    Simulation Technology
David K. Brown, PhD, CCC-A
Chapter 5    Simulation Design and Facilitation
Erin S. Clinard, PhD, CCC-SLP, CHSE
Chapter 6    Simulation Assessment and Evaluation
Julie M. Estis, PhD, CCC-SLP and David K. Brown, PhD, CCC-A

Part III       Professional Issues and Advocacy
Chapter 7    Faculty and Professional Development
Alison R. Scheer-Cohen, PhD, CCC-SLP and Suzanne Moineau, PhD, CCC-SLP
Chapter 8    Research and Advocacy
Meredith L. Baker-Rush, PhD, MS, CCC-SLP/L, CHSE, FNAP
Chapter 9    Forward Facing
Carol C. Dudding, PhD, CCC-SLP, F-ASHA, CHSE and Kevin Phaup, MFA
 
Glossary
Financial Disclosures
Index
 

About the Editors

Carol C. Dudding, PhD, CCC­SLP, F-ASHA, CHSE, is a professor at James Madison University, Harrisonburg, Virginia. She has presented and published nationally and internationally on e-supervision, telepractice, distance education, and simulation. She served in several leadership positions of the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD). Carol is a Certified Healthcare Simulation Educator (CHSE). She serves on the American Speech-Language-Hearing Association Board of Directors as Vice President for Standards and Ethics for Speech-Language Pathology.
 
Sarah M. Ginsberg, EdD, CCC-SLP, F-ASHA, is a full professor of Communication Sciences and Disorders at Eastern Michigan University. She was the founding editor of Teaching and Learning in Communication Sciences & Disorders (TLCSD). She is also the editor of Xerostomia: An Interdisciplinary Approach to Managing Dry Mouth and co-editor with Jennifer C. Friberg and Colleen F. Visconti of Evidence-Based Education in the Classroom. She is co-author of Scholarship of Teaching and Learning in Speech-Language Pathology and Audiology: Evidence-Based Education. Her work has appeared in the Journal of Scholarship of Teaching and Learning, The Teaching Professor, Con­temporary Issues in Communication Science and Disorders, To Improve the Academy, and The ASHA Leader. Her research focus has been primarily on issues of teaching and learning in communication sciences and disorders.