Canadian Journal of Speech-Language Pathology and Audiology

Reflective Practice in Speech-Language Pathology: Relevance for Practice and Education

 
Author(s) Marie-Ève Caty
Elizabeth Anne Kinsella
Philip Doyle
Volume 40
Number 1
Year 2016
Page(s) 81-91
Language English
Category Research Article
Keywords reflective
practice
speech
language
pathology
knowledge
theory
practice
ethical
professional
Abstract As a profession, speech-language pathology appears to have become interested in reflection and reflective practice as important components of clinical practice and education. However, little systematic consideration of the potential value of reflective practice within the field has been undertaken. The purpose of this paper seeks to consider how reflective practice is relevant to contemporary speech-language pathology practice. Drawing on comprehensive and diverse theoretical literature, we suggest that reflective practice is a framework worthy of consideration because of its potential to: (1) foster the generation of knowledge from practice, (2) balance and contextualize science with patient care, (3) facilitate the integration of theory and practice, (4) link evidence-based practice with clinical expertise, and finally, (5) contribute to the cultivation of ethical practice.

En tant que profession, l’orthophonie semble en être venue à s’intéresser à la réflexion et à la pratique réflexive comme composantes importantes de la pratique clinique et de l’enseignement. Toutefois, la valeur potentielle de la pratique réflexive a reçu peu de considération systématique dans le domaine. L’objectif de cette publication est de considérer la manière dont la pratique réflexive est pertinente à la pratique contemporaine de l’orthophonie. En nous appuyant sur une littérature théorique exhaustive et diverse, nous suggérons que la pratique réflexive est un cadre qui mérite d’être considéré étant donné son potentiel de : (1) promouvoir la génération de connaissances à partir de la pratique, (2) équilibrer et contextualiser les données scientifiques par rapport aux soins des patients, (3) faciliter l’intégration de la théorie et de la pratique, (4) lier la pratique basée sur les données probantes avec l’expertise clinique, et enfin, (5) contribuer à la culture d’une pratique éthique.
Record ID 1193
Link http://cjslpa.ca/files/2016_CJSLPA_Vol_40/No_01/CJSLPA_2016_Vol_40_No_1_Caty_et_al_81-91.pdf
 
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