Dr Chloe Walton1, Dr Timothy Ryder2, Mrs Marnie Seabrook3, Mrs Kelly Beak4, Mrs Kristy Perkins5
1Speech Pathology Department, Logan and Beaudesert Health Service, Metro South Health, Queensland Health, Australia , Meadowbrook , Australia, 2Respiratory Medicine, Division of Internal Medicine, Logan and Beaudesert Health Service, Metro South Health, Queensland Health, Australia, Meadowbrook , Australia , 3Speech Pathology Department, Logan and Beaudesert Health Service, Metro South Health, Queensland Health, Australia , Meadowbrook, Australia , 4Clinical Education and Training, Queensland Children’s Hospital, Queensland Health , South Brisbane , Australia , 5Allied Health Services, Logan and Beaudesert Health Service, Metro South Health, Queensland Health, Australia., Meadowbrook, Australia
Biography:
Dr Chloe Walton is an Advanced Speech Pathologist & Outpatient Clinical Lead in the Logan Hospital Integrated ENT service. She has previously worked as an academic lecturing in voice, completed a PhD in neurogenic voice treatment and outcomes, and has authored several articles and conference presentations.
Abstract:
Purpose:
The assessment and treatment of chronic cough (CC) by Speech Pathologists (SPs) is a key component of high-quality clinical care. Recently, SPs at various Queensland Health sites have been involved in managing middle airway conditions, including CC. However, there is variation in the scope of SP-led CC services and a lack of consistency in clinical training, impacting care delivery across the state. Currently, there is no standardised approach for educating clinicians in this area.
Aims:
To create a comprehensive learning framework for speech pathologists in CC care, utilising entrustable professional activities (EPAs) to enhance clinical capabilities through various learning methods, including online resources and integrated training pathways.
Methodology:
EPAs are specific tasks that support healthcare professionals in providing independent care. The clinical tasks for CC care were identified within three specific care pathways. Key tasks, knowledge, and skills for SP-led CC assessment and treatment were outlined.
Results:
Three specific care pathways for CC were identified and EPAs for each pathway were detailed to support the development of speech pathology capability in CC care.
Conclusion:
A CC Learning Framework, incorporating EPAs, was developed to enhance speech pathologists' ability to comprehensively manage CC care. This framework can guide SPs in providing CC care across multiple clinical pathways, including full scope approaches where it is safe and appropriate. It has the potential to enable trained clinicians to offer alternative care models, helping to improve access to safe, high-quality clinical care.