{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,4]],"date-time":"2026-06-04T06:03:45Z","timestamp":1780553025610,"version":"3.54.1"},"reference-count":55,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2022,12,8]],"date-time":"2022-12-08T00:00:00Z","timestamp":1670457600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp; Comm Disor"],"published-print":{"date-parts":[[2023,7]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>Written reflective practice (WRP) is a teaching tool used across speech\u2013language therapy (SLT) clinical education programmes. The process aims to support the development of reflective skills required for the workplace (e.g., problem\u2010solving and self\u2010evaluation).<\/jats:p><\/jats:sec><jats:sec><jats:title>Aims<\/jats:title><jats:p>This cross\u2010sectional and repeated\u2010measures study design investigated students\u2019 demonstration of breadth of WRP across the clinical education programme.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods &amp; Procedures<\/jats:title><jats:p>The participants were 77 undergraduate SLT students in their first, second or final professional year of the clinical programme. Participants wrote critical reflections following an interaction with a client\/s as part of their clinical education experiences. Formative feedback was provided after each written reflection (WR). In total four WRs per participant were coded for breadth of WRP using a modification of Plack et\u00a0al.\u2019s coding schema from 2005. This was completed for each of the four time points across the academic year for each professional year.<\/jats:p><\/jats:sec><jats:sec><jats:title>Outcomes &amp; Results<\/jats:title><jats:p>There was a statistically significant association between time (i.e., professional year of the programme) and likelihood of demonstration of breadth of reflection for the lower level reflective element of \u2018attend\u2019 and higher level reflective element of \u2018re\u2010evaluate\u2019. A positive trend between time and likelihood of demonstration of breadth of reflection was seen for the lower level element of \u2018reflection\u2010for\u2010action\u2019. Final\u2010professional\u2010year students exhibited significant enhancements in the higher level elements (e.g., \u2018premise\u2019) compared with first\u2010 and second\u2010professional\u2010year students.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions &amp; Implications<\/jats:title><jats:p>This group of SLT students exhibited significant change in breadth of WRP across the degree programme. This finding has positive implications for facilitating WRP with students and using the current coding framework in clinical programmes.<\/jats:p><\/jats:sec><jats:sec><jats:title>What this paper adds<\/jats:title><jats:sec><jats:title>What is already known on this subject<\/jats:title><jats:p><jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>WRP is one form of reflective practice (RP) used in SLT, allied health, medical and nursing clinical education programmes. Researchers have suggested that RP skills develop over time for students. Previously, studies examining WRP have focused on one off assessment of skill or over a timeframe of 6\u201310 weeks. Here, we examine SLT students\u2019 WRP skills across the degree programme.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p><\/jats:sec><jats:sec><jats:title>What this paper adds to existing knowledge<\/jats:title><jats:p><jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>SLT students exhibited significant positive change in breadth of WRP across the degree programme as their clinical experience increased. Our results provide quantitative information in support of using RP as a learning tool throughout clinical education programmes for SLT.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p><\/jats:sec><jats:sec><jats:title>What are the potential or actual clinical implications of this work?<\/jats:title><jats:p><jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>This study offers support for educators of SLT students; for example, how educators can assess WRP, and how educators can foster SLT student skill development with formative feedback and reflective questioning. This study also offers support for student SLT, for example, describing how WRP can be part of their individualized learning approach and provide a purposeful examination of self and clinical skill development.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p><\/jats:sec><\/jats:sec>","DOI":"10.1111\/1460-6984.12815","type":"journal-article","created":{"date-parts":[[2022,12,8]],"date-time":"2022-12-08T14:40:15Z","timestamp":1670510415000},"page":"994-1016","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":6,"title":["Written reflective practice abilities of SLT students across the degree programme"],"prefix":"10.1111","volume":"58","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5083-5757","authenticated-orcid":false,"given":"Kate. J.","family":"Cook","sequence":"first","affiliation":[{"name":"School of Psychology Speech &amp; Hearing Te Kura Mahi \u0101\u2010Hirikapo University of Canterbury  Christchurch New Zealand"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Cheryl","family":"Messick","sequence":"additional","affiliation":[{"name":"School of Health and Rehabilitation Sciences University of Pittsburgh  Pittsburgh PA USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Megan. J.","family":"McAuliffe","sequence":"additional","affiliation":[{"name":"School of Psychology Speech &amp; Hearing Te Kura Mahi \u0101\u2010Hirikapo University of Canterbury  Christchurch New Zealand"},{"name":"New Zealand Institute of Language Brain and Behaviour University of Canterbury  Christchurch New Zealand"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2022,12,8]]},"reference":[{"key":"e_1_2_9_2_1","volume-title":"A taxonomy for learning, teaching, and assessing: a revision of bloom's taxonomy of educational objectives (complete edition)","author":"Airasian P.W.","year":"2001"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365\u20102923.2012.04299.x"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.18637\/jss.v067.i01"},{"key":"e_1_2_9_5_1","volume-title":"Taxonomy of educational objectives, handbook I: the cognitive domain","author":"Bloom B.S.","year":"1956"},{"key":"e_1_2_9_6_1","doi-asserted-by":"publisher","DOI":"10.30707\/TLCSD2.2Boles"},{"key":"e_1_2_9_7_1","doi-asserted-by":"publisher","DOI":"10.3102\/0091732X024001061"},{"key":"e_1_2_9_8_1","volume-title":"Understanding and facilitating adult learning: a comprehensive analysis of principles and effective practices","author":"Brookfield S.","year":"1986"},{"key":"e_1_2_9_9_1","unstructured":"Boud D. 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