View in EDS HTML Full Text PDF Full Text

Preparing Allied Health Professional Students to Work Collaboratively with Families of Young Children (0-8 Years): A Scoping Review

Saved in:
Bibliographic Details
Title: Preparing Allied Health Professional Students to Work Collaboratively with Families of Young Children (0-8 Years): A Scoping Review
Language: English
Authors: Sam Harding (ORCID 0000-0002-5870-2094), Rena Lyons (ORCID 0000-0001-7294-9707), Katelyn Melvin (ORCID 0000-0002-9807-8329), Ellie Sugden (ORCID 0000-0001-5722-3035), Clare Carroll (ORCID 0000-0002-8353-8943), Maja Kelic (ORCID 0000-0002-7253-1295), Inge Klatte (ORCID 0000-0002-7280-8960), Tina Mantel (ORCID 0000-0001-9155-2190)
Source: Educational Psychology in Practice. 2025 41(3):275-295.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Allied Health Personnel, Allied Health Occupations Education, Young Children, Experiential Learning, Early Intervention, Family Programs, Family Involvement, Physical Therapy, Psychologists, Audiology, Speech Language Pathology, Occupational Therapy, Interpersonal Relationship, Parents, Foreign Countries, Program Effectiveness, Self Efficacy, Skill Development
Geographic Terms: United States, Australia, United Kingdom
DOI: 10.1080/02667363.2025.2477112
ISSN: 0266-7363
1469-5839
Abstract: Collaborative working with families has positive impacts on outcomes for families and children. However, implementing a collaborative approach requires allied health professionals to have knowledge, skills, experience, and confidence in working with families. This scoping review aimed to explore teaching practices used in order to prepare allied health profession students to work collaboratively with families of children under the age of 8 years. Eight studies were identified: these studies captured different teaching and learning methods which included both a component of classroom-based instruction covering theory and a form of skill development practice. Experiential outcomes for students were reported to be positive. Results highlight the need for the design of new, reflexive learning opportunities for allied health profession students which prepare them to collaborate with families in early intervention. Effective learning using role-play and simulation should be explored as a priority considering the identified shortages of clinical placements for students internationally.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487923
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwG0Z31DWiakxgjYGuEh_CdmAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDNXFQ5ELe2TgubhbEgIBEICBm6hQ8NtslhojHWt-c8k3Bw5VEwWDtUDpZp2FSfahGwCdp2phGMaSZdDzmCpeyK8oM5OC3c0QT29ozEAzlH_J3N4xjGo25FSdpddDf72LKXthZHw0K30LUhe2zheWO-V4SD--vwDUpivxfX315kLpfXosuYo9rts7JRS7piw2QrORvMkg0xeWY_pZbgCHw1zzmvVLYX4o7s83RLru
Text:
  Availability: 1
  Value: <anid>AN0187437325;b8g01sep.25;2025Aug22.05:46;v2.2.500</anid> <title id="AN0187437325-1">Preparing allied health professional students to work collaboratively with families of young children (0–8 years): a scoping review </title> <p>Collaborative working with families has positive impacts on outcomes for families and children. However, implementing a collaborative approach requires allied health professionals to have knowledge, skills, experience, and confidence in working with families. This scoping review aimed to explore teaching practices used in order to prepare allied health profession students to work collaboratively with families of children under the age of 8 years. Eight studies were identified: these studies captured different teaching and learning methods which included both a component of classroom-based instruction covering theory and a form of skill development practice. Experiential outcomes for students were reported to be positive. Results highlight the need for the design of new, reflexive learning opportunities for allied health profession students which prepare them to collaborate with families in early intervention. Effective learning using role-play and simulation should be explored as a priority considering the identified shortages of clinical placements for students internationally.</p> <p>Keywords: Allied health professionals; collaborative working; family-centred service; pre-registration education; students</p> <hd id="AN0187437325-2">Introduction</hd> <p>According to the World Health Organisation (World Health Organisation, [<reflink idref="bib56" id="ref1">56</reflink>]) person-centred care (PCC) 'is an approach to care that consciously adopts the perspectives of individuals, families and communities, and sees them as participants as well as beneficiaries of trusted health systems that respond to their needs and preferences in humane and holistic ways' (p. 7). In PCC, each patient (or client) is viewed as 'a unique competent person who contributes important knowledge in the management of his or her own health care' (Forsgren et al., [<reflink idref="bib15" id="ref2">15</reflink>]). Family centred care (FCC), an extension of PCC, is a philosophy of care where families are supported in their decision-making roles in an equal partnership with professionals and where the unit of care is the family (Kikorelias et al., 2019; Meyer et al., [<reflink idref="bib38" id="ref3">38</reflink>]). Some of the reported benefits of FCC are improved satisfaction and engagement with services as well as feelings of increased empowerment and self-efficacy for families (Elwyn et al., [<reflink idref="bib12" id="ref4">12</reflink>]; Meyer et al., [<reflink idref="bib38" id="ref5">38</reflink>]).</p> <p>One of the key components of FCC is collaboration with families (Kikorelias et al., 2019; Klatte et al., [<reflink idref="bib28" id="ref6">28</reflink>]). Working in a collaborative way implies that there is a two-way reciprocal process whereby both professionals and parents share knowledge and skills and learn from each other (An & Palisano, [<reflink idref="bib1" id="ref7">1</reflink>]; Klatte et al., [<reflink idref="bib28" id="ref8">28</reflink>]). This collaboration engenders trust and addresses the power differential between the family and professionals (Kikorelias et al., 2019). For the purposes of this paper, the definition of collaboration proposed by Klatte et al. ([<reflink idref="bib29" id="ref9">29</reflink>]) is used whereby therapists and parents work together through reciprocal relationships to enhance children's learning and outcomes. In this two-way interaction, there is mutual learning, and power is shared between the therapist and family.</p> <p>Allied health professions (AHPs) are a group of professions that include a range of disciplines, such as occupational therapy, physiotherapy, psychology, social work, and speech and language therapy. They are highly skilled professions who play a significant role in the health, wellbeing and quality of life of the population: for example, in Ireland, they make up the second largest clinical group (Health Services Executive, [<reflink idref="bib19" id="ref10">19</reflink>]). Collaboration between AHPs and families is important in interventions for young children (McCarthy & Guerin, [<reflink idref="bib35" id="ref11">35</reflink>]) because some disabilities presenting in early childhood may be lifelong and require long-term engagement with these professionals. According to Klatte et al. ([<reflink idref="bib29" id="ref12">29</reflink>]), collaborative practice has not been well described and may not be easy to achieve. In recent years, there has been research to explore how therapists engage with and collaborate with parents of children with speech, language and communication needs (Davies et al., [<reflink idref="bib8" id="ref13">8</reflink>], [<reflink idref="bib9" id="ref14">9</reflink>]; Klatte et al., [<reflink idref="bib27" id="ref15">27</reflink>]; Melvin et al., [<reflink idref="bib36" id="ref16">36</reflink>], [<reflink idref="bib37" id="ref17">37</reflink>]; Sugden et al., [<reflink idref="bib51" id="ref18">51</reflink>]). Challenges with implementing collaborative practice include the complexity of collaboration (Klatte et al., [<reflink idref="bib29" id="ref19">29</reflink>]), a tradition of therapist-led practice (Klatte & Roulstone, [<reflink idref="bib25" id="ref20">25</reflink>]; Pappas et al., [<reflink idref="bib42" id="ref21">42</reflink>]) and differing parental and therapist expectations about their roles in therapy (Davies et al., [<reflink idref="bib9" id="ref22">9</reflink>]). These factors may result in under-utilisation of parents as partners in the therapeutic process. Furthermore, Thomas et al. ([<reflink idref="bib53" id="ref23">53</reflink>]) argued that power imbalances exist between healthcare professionals and service users. FCC is more than being able to 'do a task' (Meyer et al., [<reflink idref="bib38" id="ref24">38</reflink>]) or having a good relationship with parents (Reeder & Morris, [<reflink idref="bib48" id="ref25">48</reflink>]): sharing power and collaborating with service users requires critical reflexivity (Thomas et al., [<reflink idref="bib53" id="ref26">53</reflink>]) as well as thoughtful discussions with parents (Reeder & Morris, [<reflink idref="bib48" id="ref27">48</reflink>]).</p> <p>Given that there is evidence to suggest that qualified healthcare professionals find it challenging to implement FCC, it is important to consider how future healthcare professionals are enabled to work in this way. A recent scoping review by Jeppesen et al. ([<reflink idref="bib24" id="ref28">24</reflink>]) explored the evidence for educational programmes for qualified healthcare professionals specifically focussed on PCC and FCC. They found that programmes typically focused on specific aspects of collaboration and used experiential educational strategies, such as simulation and role-play. However, this review focused on qualified healthcare professionals, including mainly studies on medical and nursing professionals, and did not focus specifically on AHPs. Clearly, there is a growing body of research exploring how to best support qualified healthcare practitioners to overcome barriers in relation to their implementation of collaborative practice. Research has also shown that students and newly qualified AHPs face challenges in implementing collaboration (Mahomed-Asmail et al., [<reflink idref="bib32" id="ref29">32</reflink>]; Mantel, [<reflink idref="bib34" id="ref30">34</reflink>]; Worland, [<reflink idref="bib55" id="ref31">55</reflink>]). For example, Mantel ([<reflink idref="bib34" id="ref32">34</reflink>]), in her qualitative study, found that while new graduate therapists were willing, they felt that they lacked the necessary knowledge, skills, and confidence for effective collaboration with families. Some reported barriers to implementing collaboration included insecurity due to their relative younger age, personal lack of parenting experience, gaps in the curriculum, and lack of role models during internships.</p> <p>To implement collaboration, it is important that future AHP students are supported to develop the prerequisite knowledge, skills, attitudes, and confidence to work collaboratively with families. Although the importance of collaborative practice is well recognised, there has been little research on the teaching and learning methods used to prepare AHP students to work collaboratively with families.</p> <hd id="AN0187437325-3">Aim and objectives</hd> <p>The aim of this scoping review was to map the teaching and learning practices used to prepare AHP students to implement collaborative practice with children under the age of 8 years.</p> <p>The objectives were:</p> <p></p> <ulist> <item> To examine how research is conducted in this field;</item> <p></p> <item> To identify which student AHPs were included;</item> <p></p> <item> To identity the teaching and learning methods in these studies and to report these methods using Template for Intervention Description and Replication (TIDieR) (Hoffmann et al, 2023);</item> <p></p> <item> To explore how these teaching and learning methods were evaluated.</item> </ulist> <hd id="AN0187437325-4">Material and methods</hd> <p>A scoping review was conducted to synthesise and map the available evidence for preparing AHP students to work collaboratively with families of children under the age of 8 years. This methodology was chosen as it addresses broader explorative research questions in comparison to the more targeted questions relating to feasibility or effectiveness examined by systematic reviews (2023). The scoping review was conducted according to the Joanna Briggs Institute (JBI) guidance (Peters et al., [<reflink idref="bib44" id="ref33">44</reflink>]) [<reflink idref="bib28" id="ref34">28</reflink>]. The results of the scoping review are reported using the reporting guideline Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) Extension for Scoping Reviews (Tricco et al., [<reflink idref="bib54" id="ref35">54</reflink>]; see Figure 1). The study review protocol was registered with the Open Science Framework before searching began (https://osf.io/38jtq/)</p> <p>Graph: Figure 1. PRISMA flowchart.</p> <hd id="AN0187437325-5">Eligibility criteria</hd> <p>In line with the JBI guidance, the eligibility for inclusion in the review was undertaken using the concepts of population, phenomena of interest and the context of data. The <emph>population</emph> was student AHPs such as occupational therapists, physiotherapists, psychologists, audiologists, and speech and language therapists. The <emph>phenomenon of interest (concept)</emph> was the teaching and learning methods used to prepare AHP students to work with collaboratively parents through reciprocal relationships to enhance children's learning and outcomes for example, collaborative goal setting, shared decision-making among others. The <emph>context</emph> was higher education institutes, universities and practice settings. The inclusion criteria were original peer-reviewed research published in English, higher education, AHP students, family-centred practice/collaborative working with parents/families of children under the age of 8 years. These formed the basis of the search strategy. A copy of the full search strategy for all databases is provided in Appendix 1.</p> <hd id="AN0187437325-6">Information sources</hd> <p>Five databases were searched: CINAHL, Embase, Emcare, Ovid Medline, and Psych-Info. Only English texts were included due to study resources; however, a date limit was not set to allow for the inclusion of historical research that may be relevant to the area of interest. The search was conducted from inception to December 2023.</p> <hd id="AN0187437325-7">Selection of sources of evidence</hd> <p>All identified citations were collated and uploaded into Endnote (The Endnote Team, [<reflink idref="bib13" id="ref36">13</reflink>]), and duplicates were removed. The de-duplicated references were uploaded into the COVIDENCE reference management database (Covidence, [<reflink idref="bib7" id="ref37">7</reflink>]), allowing for a blinded assessment of the papers according to the criteria in PCC (Figure 1). Papers were screened at title level, then by abstract. Due to the large number of records identified through the searches, authors RL, CC, SH, IK, MK, KM and ES independently screened the same 115 records (approximately 10% of the total identified) which were randomly selected from the total to determine reliability of decision-making regarding inclusion or exclusion at this screening stage. Reliability was 93.04%, with all disagreements due to one member of the research team including studies which all other authors excluded. Based on this process, which showed high reliability between authors with a trend towards including rather than excluding potential studies, all additional papers were screened by only one of these authors.</p> <p>At the full-text stage, inclusion criteria and exclusion criteria were discussed with the authorship team and refined in an iterative process (Pollock et al., [<reflink idref="bib45" id="ref38">45</reflink>]). Full texts were each independently reviewed by two members of the research team (RL, SH), with conflicts discussed between reviewers to reach a consensus. Reasons for the exclusion are presented in Figure 1 PRISMA-ScR flow chart.</p> <hd id="AN0187437325-8">Data charting process</hd> <p>Once the final included papers were agreed upon, data charting was undertaken by the authors RL, SH and TM and were cross-checked by each other. These data included characteristics of the study, for example, where the study was conducted, study design used, the participants, key findings; a description of the teaching and learning methods using the TiDieR checklist (Hoffmann et al., [<reflink idref="bib22" id="ref39">22</reflink>]); and the outcomes of the studies. The reference lists of papers retained at this stage were also scrutinised for other potentially relevant papers, but none were found.</p> <p>Given that Munn et al. ([<reflink idref="bib40" id="ref40">40</reflink>]) argued that the aim of a scoping review is to provide an overview of the evidence rather than a critically appraised answer to a research question, a critical appraisal was not conducted.</p> <hd id="AN0187437325-9">Synthesis of results</hd> <p>A narrative synthesis approach was chosen to synthesise the diverse range of selected studies in a structured manner, following the European Social Research Council Guidance on the Conduct of Narrative Synthesis in Systematic Reviews (Popay et al., [<reflink idref="bib46" id="ref41">46</reflink>]).</p> <hd id="AN0187437325-10">Results</hd> <p>The results are divided into three sections: characteristics of the studies; teaching and learning methods mapped to TIDieR; and the outcomes of the studies.</p> <hd id="AN0187437325-11">Characteristics of the studies</hd> <p>Eight studies were identified that met the inclusion criteria. Information about the included studies is presented in Table 1. The studies were from the US (n = 5), Australia (n = 2) and the UK (n = 1). Four studies reported using mixed methods approaches, with two studies using quantitative methods and two using qualitative methods. The studies include students from a range of AHPs, including speech-language pathology (n = 3), occupational therapy (n = 2), social work (n = 1) and interprofessional groups (n = 2). Four studies reported involving parents in the design and/or evaluation of the teaching and learning methods.</p> <p>Table 1. Characteristics of the studies.</p> <p> <ephtml> <table><thead><tr><td /><td>Country</td><td>Aim</td><td>Participants</td><td>Method</td><td>Data collection and analysis</td><td>Key Teaching and Learning Methods Used</td></tr></thead><tbody><tr><td>Brown and Woods (<xref ref-type="bibr" rid="bibr3">2011</xref>)<sup>35</sup></td><td>USA</td><td>To examine the effectiveness of systematic instruction on SLP practicum students' implementation of family-centred interview procedures guided by ethnographic principles.</td><td>N = 4 SLP students</td><td>Mixed methods; single subject AB design with replication across participants</td><td>Survey with quantitative and qualitative questions, and interviews Descriptive statistics</td><td>Didactic teaching and discussion; students watch a video of an exemplar and non-exemplar interview with ethnographic principles followed by discussion and reflection on how the interviews could be improved. Students participate in a minimum of 3 mock interviews with the instructor before interviewing a parent in the university clinic using ethnographic principles.</td></tr><tr><td>Case-Smith et al (<xref ref-type="bibr" rid="bibr5">2007</xref>)<sup>40</sup></td><td>USA</td><td>To identify themes in student learning from a portion of the IMPACTS study focused on professional-family relationships, the family practicum</td><td>N = 46 Occupational therapy, physical therapy, SLP, nurses and special education students</td><td>Qualitative</td><td>Reflective journals <italic>Analysis methods not reported</italic></td><td>Didactic teaching; students matched with a family with whom they spent 50 hours over a 6 month period. When this placement was completed, panels of family members discussed their experiences. Students then completed reflective journals, which they shared with peers.</td></tr><tr><td>Elenko (<xref ref-type="bibr" rid="bibr11">2019</xref>)<sup>37</sup></td><td>USA</td><td>To explore students' perceptions of a family partnership experience (FPE)</td><td>N = 24 OT students</td><td>Mixed methods</td><td>Course evaluations (surveys), pre and post self-assessed early intervention competency tool and informal interviews to determine the importance of their clinical experience in EI Descriptive statistics for quantitative data; not reported how qualitative data were analysed</td><td>Didactic teaching; reflective practice; students placed with a family to follow for three semesters; students maintain a log of their visits; students complete four assignments based on their experience with families.</td></tr><tr><td>Hafford-Letchfield et al. (<xref ref-type="bibr" rid="bibr17">2018</xref>)<sup>38</sup></td><td>UK</td><td>To evaluate a UK initiative which engaged social work students as community partners within an educational-based family intervention programme.</td><td>N = 14 Social work students</td><td>Mixed methods</td><td>Pre-post evaluation of the Families and Schools Together (FAST) preparation training (qualitative and quantitative data); Focus group; documentary analysis of students' written reflective commentary on their experiences of FAST from their summative portfolios Thematic analysis from the three sources of data</td><td>Voluntary placement for five days on a community FAST programme with families. Each session focused on 6 key elements – communication, self-help, peer support and one-to-one caring with children; and coursework in college.</td></tr><tr><td>Mandak et al. (<xref ref-type="bibr" rid="bibr33">2020</xref>)<sup>34</sup></td><td>USA</td><td>To evaluate the effects of online instruction in a family-centred, relational skills strategy on pre-service SLP's use of family centred skills.</td><td>N = 15 SLP masters students</td><td>Switching replications design – quantitative</td><td>Rubric to measure relational skills; coding of simulated role play videos; rating by parent of child with disability Mann-Whitney test to compare Laff scores across groups and times</td><td>Didactic teaching of the strategy with practice activities. Design of four simulated role plays of a meeting with a parent (based on concerns expressed by parents and validated by a parent); each scenario had a script which students practiced; students had to demonstrate 100% of the target parent statements to complete the training</td></tr><tr><td>Pawłowska et al. (<xref ref-type="bibr" rid="bibr43">2020</xref>)<sup>39</sup></td><td>USA</td><td>To evaluate a family-centred collaborative practice initiative</td><td>N = 111 (OT students n = 29; PT (n = 22); SLT (n = 32); Nursing students (n = 28)</td><td>Mixed methods</td><td>Parent survey; student evaluation and reflections; Interprofessional collaborator assessment rubric</td><td>Students worked in interprofessional teams (n = 40 teams); they received information about a baby/family; they completed an advanced preparation assignment; they participated in a pre-observation team meeting to develop a common plan; they participated in two back-to-back interaction sessions with families and children in a Baby Day.</td></tr><tr><td>Scarinci et al. (<xref ref-type="bibr" rid="bibr49">2018</xref>)<sup>41</sup></td><td>Australia</td><td>To explore student experiences and perceptions of working with parents of young children in FCC and their preparedness for working with parents</td><td>N = 14 SLP students</td><td>Qualitative</td><td>Focus groups pre and post-placement Thematic analysis</td><td>Students completed assigned readings about the It Takes Two to Talk (ITTT) programme and watched the Hanen Companion DVD prior to placement; students observed the Hanen trained SLPs delivering the first 3 sessions of the programme. Students then delivered some parts of the remaining sessions with Hanen trained SLPs involved in all sessions.</td></tr><tr><td>Springfield et al. (<xref ref-type="bibr" rid="bibr50">2018</xref>)<sup>36</sup></td><td>Australia</td><td>To explore whether a simulation clinic could increase student perceived knowledge and confidence and decrease student anxiety to better prepare them for professional child and youth practice</td><td>N = 100 OT students</td><td>Quantitative</td><td>Surveys t-tests pre and post responses</td><td>Lectures and tutorials; reviewing video of a baby; simulation with an infant mannequin; simulated session with the baby's parent to develop a plan; reflective practice; feedback and use of model scripts</td></tr></tbody></table> </ephtml> </p> <hd id="AN0187437325-12">Characteristics of the teaching and learning methods mapped against TIDieR</hd> <p>All studies included classroom-based instruction and skill development. Several studies incorporated some teaching and learning within a placement context, whereas others focused on the use of simulation or role-play (see Table 2). Each of the eight studies was mapped against the 11 items on the TIDieR reporting guidelines, and information relevant to each item is presented.</p> <p>Table 2. Information about teaching and learning strategies included in papers.</p> <p> <ephtml> <table><thead><tr><td>Content and Aims of Teaching Practices</td><td>Teaching Methods, Strategies, and Activities</td><td>Who provided the teaching</td><td>Modes of delivery</td><td>Where teaching was provided</td></tr></thead><tbody><tr><td>Family-centred practice<sup>2,3,5,7,8</sup> Interactions with parents and families<sup>5,7</sup> Relational skills<sup>5</sup> Family-Centred interview processes<sup>1</sup> Cultural competency<sup>2</sup> Interdisciplinary practice<sup>2,8</sup> Concepts of community, sustainability and citizenship<sup>4</sup></td><td>Didactic presentations/text <sup>1,2,3,5,7</sup> Reflection<sup>1,2,3,4,7,8</sup> Direct interaction with families<sup>2,4,8</sup> Video examples<sup>1,5,6,7</sup> Assigned readings<sup>1,2,6</sup> Simulation/role play/mocks<sup>1,5,7</sup> Observation<sup>2,6,8</sup> Seminar/classroom discussions<sup>2,4,8</sup> Verbal and/or written feedback<sup>1,7</sup> Journaling/logbook<sup>2,3</sup> Practice of strategies<sup>5,7</sup> Workshops or tutorials<sup>7</sup> Tests to review content<sup>5</sup> Parent discussion panels<sup>2</sup> Developing a portfolio<sup>4</sup> Advance preparation assignment<sup>8</sup></td><td>University faculty<sup>2,3,5,7,8</sup> Clinical supervisor<sup>1,6,7</sup> Involvement of parents/families<sup>1,2,5,8</sup> Graduate student mentors or fellow students<sup>7</sup> Guest speakers Not reported or unclear<sup>3,4</sup></td><td>Individual<sup>3,2,3,5</sup> Group<sup>2,3,7,8</sup> Not reported or unclear<sup>6,6</sup> In-person<sup>1,2,3,4,7,8</sup> Online<sup>5</sup></td><td>University clinic<sup>1,7</sup> University classroom<sup>2,3,8</sup> Community-based<sup>2,3,4</sup> Family homes<sup>2,3</sup> Not reported or unclear<sup>4,5,6</sup></td></tr></tbody></table> </ephtml> </p> <p>1 <sups>1</sups>Brown and Woods ([<reflink idref="bib3" id="ref42">3</reflink>]), Case-Smith et al ([<reflink idref="bib5" id="ref43">5</reflink>]), Elenko ([<reflink idref="bib11" id="ref44">11</reflink>]), Hafford-Letchfield et al. ([<reflink idref="bib17" id="ref45">17</reflink>]), and Mandak et al. ([<reflink idref="bib33" id="ref46">33</reflink>]), and Scarinci et al. ([<reflink idref="bib49" id="ref47">49</reflink>]), and Springfield et al. ([<reflink idref="bib50" id="ref48">50</reflink>]), <sups>8</sups>Pawłowska et al. ([<reflink idref="bib43" id="ref49">43</reflink>])</p> <hd id="AN0187437325-13">Item 1: brief name</hd> <p>All eight papers provided a name or phrase that described the broader teaching and learning method. For example, a 'four-step relational skills strategy (summarised by the acronym LAFF)' [LAFF stands for: listen, ask questions, focus on the issues and find a first step] (Mandak et al., [<reflink idref="bib33" id="ref50">33</reflink>]); 'systematic instruction on speech-language pathology (SLP) practicum students' implementation of family-centred interview procedures' (Brown & Woods, [<reflink idref="bib3" id="ref51">3</reflink>]), and 'a simulation clinic for improving occupational therapy students' perceptions of interaction with parents and infants' (Springfield et al., [<reflink idref="bib50" id="ref52">50</reflink>]).</p> <hd id="AN0187437325-14">Item 2: rationale</hd> <p>All researchers argued that students required experiential learning – beyond learning theory only – to develop their confidence and competence in using a collaborative approach. Some researchers used simulation or role-play to support students' skill development, explaining that it 'offers a replicable and realistic experience' (Springfield et al., [<reflink idref="bib50" id="ref53">50</reflink>]) and can support development of relational communication skills (Mandak et al., [<reflink idref="bib33" id="ref54">33</reflink>]). Other studies (for example, Elenko, [<reflink idref="bib11" id="ref55">11</reflink>]; Hafford-Letchfield et al., [<reflink idref="bib17" id="ref56">17</reflink>]) incorporated placements in clinics or communities with families to facilitate the development of family-centred knowledge and skills. Hafford-Letchfield et al. ([<reflink idref="bib17" id="ref57">17</reflink>]) argued that students needed diverse learning experiences that addressed ideological beliefs and values to complement traditional teaching methods.</p> <hd id="AN0187437325-15">Item 3: materials</hd> <p>For the studies that used simulation/role-play, some researchers provided details on the resources they used. For example, Mandak et al. ([<reflink idref="bib33" id="ref58">33</reflink>]) provided detailed information about the online training material for both students and simulated parents. For those studies that included placements, some provided details about the resources they used (for example, Scarinci et al., [<reflink idref="bib49" id="ref59">49</reflink>]). Hafford-Letchfield et al. ([<reflink idref="bib17" id="ref60">17</reflink>]) provided students with a small grant to support travel expenses for their community placements.</p> <hd id="AN0187437325-16">Item 4: procedures</hd> <p>Table 2 presents information about aims, content, and teaching practices implemented to support AHP students to develop their knowledge and skills with regard to providing a collaborative approach with families. Several studies focussed specifically on supporting students to develop their interactional and relational skills with parents (for example, Mandak et al., [<reflink idref="bib33" id="ref61">33</reflink>]; Pawłowska et al., [<reflink idref="bib43" id="ref62">43</reflink>]; Springfield et al., [<reflink idref="bib50" id="ref63">50</reflink>]). To achieve these aims, the studies included a wide range of teaching practices. Most of the included studies used didactic teaching, and some used written descriptions/scripts (Mandak et al., [<reflink idref="bib33" id="ref64">33</reflink>]). Reflective practice was reported in five studies (for example, Elenko, [<reflink idref="bib11" id="ref65">11</reflink>]). Direct opportunities for interactions with families were included in six studies, for example, Case-Smith et al ([<reflink idref="bib5" id="ref66">5</reflink>]). Video examples were provided in four studies (for example, Scarinci et al., [<reflink idref="bib49" id="ref67">49</reflink>]). Specific readings were assigned to students in four studies (for example, Brown & Woods, [<reflink idref="bib3" id="ref68">3</reflink>]). More details about the specific teaching practices can be found in each paper.</p> <hd id="AN0187437325-17">Item 5: who provided</hd> <p>Most studies included at least some teaching delivered by university faculty or clinical supervisors (see Table 2). Four studies involved parents in the teaching and learning process. For example, Mandak et al. ([<reflink idref="bib33" id="ref69">33</reflink>]) asked a parent for feedback on a scenario for a simulation activity. One study included teaching delivered by panels of family members who discussed their experiences with disability and intervention services (for example, Case-Smith et al, [<reflink idref="bib5" id="ref70">5</reflink>]). In some studies, parents provided feedback on students' family-centred communication skills (for example, Case-Smith et al, [<reflink idref="bib5" id="ref71">5</reflink>]; Pawłowska et al., [<reflink idref="bib43" id="ref72">43</reflink>]).</p> <hd id="AN0187437325-18">Item 6: how</hd> <p>Most studies provided training to groups of students (see Table 2; Case-Smith et al, [<reflink idref="bib5" id="ref73">5</reflink>]; Elenko, [<reflink idref="bib11" id="ref74">11</reflink>]; Pawłowska et al., [<reflink idref="bib43" id="ref75">43</reflink>]; Springfield et al., [<reflink idref="bib50" id="ref76">50</reflink>]). Seven studies reported that teaching and learning methods were delivered face-to-face with one study reporting online delivery (Mandak et al., [<reflink idref="bib33" id="ref77">33</reflink>]).</p> <hd id="AN0187437325-19">Item 7: where</hd> <p>Five studies provided all teaching in university settings, either in a classroom or university clinic setting, whereas others included placements within the community or within family homes (for example, Elenko, [<reflink idref="bib11" id="ref78">11</reflink>]; see Table 2), and two studies were not clear in where the teaching was undertaken.</p> <hd id="AN0187437325-20">Item 8: when and how much</hd> <p>The duration of teaching and learning methods was diverse. For those studies that included a placement component, the duration was often multiple hours of training and/or placement over at least one university semester. For example, in the Elenko ([<reflink idref="bib11" id="ref79">11</reflink>]) study, students spent 8–12 hours with a family each semester (three semesters) in addition to classroom-based learning. Studies that focussed on developing one clinical skill were typically of a shorter duration. For example, Mandak et al. ([<reflink idref="bib33" id="ref80">33</reflink>]) provided online training for 75–90 minutes and students completed three short interviews with simulated parents. In the Pawłowska et al. ([<reflink idref="bib43" id="ref81">43</reflink>]) study, the students participated in a preparatory meeting followed by two back-to-back one-hour interaction sessions with children and families.</p> <hd id="AN0187437325-21">Item 9: tailoring</hd> <p>Only one study reported whether the intervention was planned to be personalised, titrated or adapted. Scarinci et al. ([<reflink idref="bib49" id="ref82">49</reflink>]) reported that they followed The Hanen Centre's Guidelines in involving students in a Hanen programme for parents (Hanen Early Language Program, [<reflink idref="bib18" id="ref83">18</reflink>]).</p> <hd id="AN0187437325-22">Item 10: modifications</hd> <p>Elenko ([<reflink idref="bib11" id="ref84">11</reflink>]) altered the timing of delivery during the programme, but not the programme itself, because of challenges recruiting families. No other studies reported on making modifications.</p> <hd id="AN0187437325-23">Item 11: how well (planned)</hd> <p>Only three studies that used actors as simulated parents reported on measures that used to ensure fidelity (Brown & Woods, [<reflink idref="bib3" id="ref85">3</reflink>]; Mandak et al., [<reflink idref="bib33" id="ref86">33</reflink>]; Springfield et al., [<reflink idref="bib50" id="ref87">50</reflink>]). The other papers did not provide any detail.</p> <hd id="AN0187437325-24">Item 12: how well (actual)</hd> <p>Feedback to the simulated parents was provided in two studies to ensure high levels of fidelity (Mandak et al., [<reflink idref="bib33" id="ref88">33</reflink>]; Springfield et al., [<reflink idref="bib50" id="ref89">50</reflink>]). Other studies did not report on this aspect of implementation.</p> <hd id="AN0187437325-25">Outcomes of studies</hd> <p>Outcomes for students were reported to be positive, including perceived increase in competence and confidence. No follow-up studies were recorded to understand the perspectives of graduates and their preparedness for real-world practice contexts, and it was not always clear whether teaching and learning methods resulted in deeper transformation of practice.</p> <hd id="AN0187437325-26">Increase in confidence</hd> <p>The students in the Scarinci et al. ([<reflink idref="bib49" id="ref90">49</reflink>]) qualitative study reported that their confidence in working with parents had increased. Before the programme the students reported that they were nervous about being younger than the parents, not knowing what parents would ask, and about being judged. After the programme, the students found that they could answer parents' questions and that they were the same age as the parents. Likewise, in Springfield et al. ([<reflink idref="bib50" id="ref91">50</reflink>]) there was a statistically significant improvement in perceived confidence (p < 0.001) among students for parent and infant interaction across four subscales (communication; information gathering; information sharing; and clinical intervention skills). Furthermore, the students reported significantly reduced anxiety levels (p < 0.001; Springfield et al., [<reflink idref="bib50" id="ref92">50</reflink>]). One student in the Brown and Woods ([<reflink idref="bib3" id="ref93">3</reflink>]) single-subject modified AB design study commented <emph>'I really liked that we had a chance to practice our parent interviews via video and with our supervisor. I felt very prepared, confident, and comfortable when I gave my first parent interview. This opportunity was great for direct personal feedback on performance'</emph> (p. 52). Two of the 15 students in the Mandak et al. ([<reflink idref="bib33" id="ref94">33</reflink>]) quantitative study reported that they were more confident after the training. Likewise, the students in Pawłowska et al. ([<reflink idref="bib43" id="ref95">43</reflink>]) study reported that their interactions with families helped them to develop confidence in their skills when working with children and families, for example, <emph>'Overall, I really enjoyed baby day and I feel like it helped to decrease my anxiety when it comes to caring for young children and their families'</emph>.</p> <hd id="AN0187437325-27">Skill development</hd> <p>The students in the Mandak et al. ([<reflink idref="bib33" id="ref96">33</reflink>]) study significantly improved their demonstration of relational skills (p < 0.017). One parent chose 14 of the 15 post-instruction videos as more family-centred. The behaviours noted were that the students asked open-ended questions, kept the conversation focused on the parental concern and they demonstrated empathy and understanding. All the participants stated that they would recommend that others learn LAFF, and 88% agreed or strongly agreed that online environment was effective for teaching this strategy. A student in Brown and Woods ([<reflink idref="bib3" id="ref97">3</reflink>]) study said that <emph>'actually practising an interview showed me that I need to develop my ethnographic interview skills. Subsequent tries helped me get comfortable and develop strategies to remember question types and effectively get information'</emph>. Likewise, the students in the Pawłowska et al. ([<reflink idref="bib43" id="ref98">43</reflink>]) study reported that the interaction with families enabled them to hone their skills, and they reported that they learned the importance of being flexible when working with families.</p> <p>A big component of working together that I experience was being flexible, being observant, and just going with it. This is something important to keep in mind when not only working with children but with other professionals.</p> <p>Hafford-Letchfield et al. ([<reflink idref="bib17" id="ref99">17</reflink>]) found that the students valued the opportunity to reflect on their own interpersonal skills such as listening and asking for feedback directly from families. They quote an extract from a students' reflective commentary;</p> <p>Freire talked about hope and argued that the coming of people together and provision of safe environment to express their opinion about their challenges was a basis for adult education. FAST does not lecture but rather provides a respectful structure for parents to discover the wisdom they already know.</p> <hd id="AN0187437325-28">Knowledge and views about collaborative practice</hd> <p>Springfield et al. ([<reflink idref="bib50" id="ref100">50</reflink>]) reported that there were statistically significant improvements in students' perceived knowledge across all four subscales measured (p < 0.001). Elenko et al. (2019) stated that students reported that they had a better understanding of family experiences, in particular family daily routines, and welcomed opportunities to reflect on and plan how to better embed intervention strategies into existing routines (Elenko, [<reflink idref="bib11" id="ref101">11</reflink>]).</p> <p>I think the family experience was the best thing we did. There is no better way to really see how overwhelmed families are when we aren't there, but to spend that time with them. They have struggles just doing regular day to day things, and we expect a lot from them- unnecessarily.</p> <p>Hafford-Letchfield et al. ([<reflink idref="bib17" id="ref102">17</reflink>]) reported that students realised the importance of building trust with families, learned about the day-to-day reality for parents, and recognised the contribution of different relationships to family well-being (for example, between families and the team as well as those with neighbours and wider communities). In their evaluation, Case-Smith et al. ([<reflink idref="bib5" id="ref103">5</reflink>]) reported that students recognised that parents were experts of their children and they acknowledged the demands on parents when parenting a child with a disability.</p> <hd id="AN0187437325-29">Discussion</hd> <p>The aim of this scoping review was to explore the teaching practices used to prepare AHP students to work collaboratively with families of children under the age of 8 years. More specifically, the objectives were to map the characteristics of published studies on this topic; the teaching and learning methods used to teach AHP students about working with families against the TIDieR reporting guidelines (Hafford-Letchfield et al., [<reflink idref="bib17" id="ref104">17</reflink>]); and the outcomes with respect to student learning. Eight studies were identified capturing different teaching and learning methods. Key findings of these studies will be discussed in light of extant literature on the preparation of AHP students to work collaboratively with families of young children.</p> <p>Most teaching and learning methods in the studies included a component of classroom-based instruction covering theory and a form of skill development practice. Most classroom-based instruction was delivered in person, with some learning activities delivered online. The inclusion of some online instruction reflects the shift towards digital learning environments in universities across the globe, particularly following COVID-19 (Zhang et al., [<reflink idref="bib57" id="ref105">57</reflink>]). Research has shown that well-designed online learning presents benefits such as accessibility, affordability and flexibility (Zhang et al., [<reflink idref="bib57" id="ref106">57</reflink>]). One recent paper identified that increasing the use of online study options in speech pathology programs across Australia may even contribute to reducing the barriers faced by rural students and those balancing work and home commitments, thereby helping to diversify the profession and address issues of access and equity in service delivery (Easton et al., [<reflink idref="bib10" id="ref107">10</reflink>]). The results of the Mandak et al. ([<reflink idref="bib33" id="ref108">33</reflink>]) study support this view; 88% of students agreed or strongly agreed that the online learning environment was effective with regard to learning relational skills. However, further research is needed to understand how online learning can be effectively designed to meet the requirements for standards of proficiency and competencies stipulated by professional and regulatory bodies, including FCC.</p> <p>Beyond building their theoretical knowledge about working with families, a consistent theme across the studies was that students also required experiential learning opportunities to develop their confidence and competence in using a collaborative approach. The importance of experiential learning beyond theoretical education has also been identified in other studies involving health professionals (Jeppesen et al., [<reflink idref="bib24" id="ref109">24</reflink>]). Clinical placements were used in a number of studies in this review. Clinical and other practice placements are a core component of programmes that enable AHP students to 'transition from structured and predicable learning of the classroom to more dynamic learning environments within the placement site' (Easton et al., [<reflink idref="bib10" id="ref110">10</reflink>]). Student outcomes in studies reporting use of a placement component were positive, with student responses reflecting the impact of the placement on their empathy and awareness of family life. Through immersion in real-world contexts, students appeared to gain insight into the day-to-day realities faced by parents of children with additional needs and the value of embedding intervention strategies into existing family routines (for example, Case-Smith et al, [<reflink idref="bib5" id="ref111">5</reflink>]; Elenko, [<reflink idref="bib11" id="ref112">11</reflink>]). Moreover, they recognised the crucial role played by the family's social and professional networks in providing support to the child and family (for example, Hafford-Letchfield et al., [<reflink idref="bib17" id="ref113">17</reflink>]). These outcomes are important, as an understanding of the family unit is central to the implementation of both collaborative practice with families (Meyer et al., [<reflink idref="bib38" id="ref114">38</reflink>]) and culturally responsive care (Kokorelias et al., [<reflink idref="bib30" id="ref115">30</reflink>]). For example, Holme et al. ([<reflink idref="bib23" id="ref116">23</reflink>]) suggest that speech and language therapists may need to step away from their reliance on learning activities which are preferred in Western cultures and get to know about a wider range of culturally relevant activities which may hold meaning for a family, such as singing songs or reciting prayers. In addition, research has shown that health professionals with high levels of empathy operate more efficiently in the fulfilment of their role in facilitating change (Moudatsou et al., [<reflink idref="bib39" id="ref117">39</reflink>]). Thus, providing practical opportunities for students to meet real families and build their empathetic understanding of different families' unique contexts may result in students who are better prepared to collaborate with families.</p> <p>However, universities are facing challenges, which have been exacerbated by COVID-19, in accessing sufficient clinical placements. As a result, innovative teaching and learning methods are required to enable AHP students to apply theory to practice (Chu et al., [<reflink idref="bib6" id="ref118">6</reflink>]; Taylor et al., [<reflink idref="bib52" id="ref119">52</reflink>]). These innovative methods may include peer supervision, tele-supervision, project-based placements and simulation, but also the use of avatars and virtual reality (Hewat, [<reflink idref="bib20" id="ref120">20</reflink>]). It is posited that simulation and role-play, along with other innovative teaching and learning methods, including the use of virtual reality technologies, will be an important component of pre-registration education for AHP students in the future. No papers in the current review reported on the use of avatars and virtual reality, but simulation and role-play learning opportunities were represented.</p> <p>Simulation has been shown to be a beneficial teaching and learning tool in promoting FCC across a number of healthcare fields (for example, Fitzgerald & Ward, [<reflink idref="bib14" id="ref121">14</reflink>]). In recent years, simulation has also gained traction in the education of AHP students (Grant et al., [<reflink idref="bib16" id="ref122">16</reflink>]; Hill et al., [<reflink idref="bib21" id="ref123">21</reflink>]). In the current review, students involved in simulation reported an increase in their knowledge about communication, information-gathering and sharing with parents (Springfield et al., [<reflink idref="bib50" id="ref124">50</reflink>]) and reported feeling more 'prepared', 'confident', and 'comfortable' in working with parents (for example, Brown & Woods, [<reflink idref="bib3" id="ref125">3</reflink>]). As with the students in studies involving placement, students in the studies involving simulation increased in their demonstration of empathy and understanding (for example, Mandak et al., [<reflink idref="bib33" id="ref126">33</reflink>]). The opportunity for repetition was highlighted as a particular strength of simulation in the included studies (Mandak et al., [<reflink idref="bib33" id="ref127">33</reflink>]). While student outcomes across the included studies were overwhelmingly positive according to the measures of knowledge and confidence used, it is noted that while the term 'collaboration' was acknowledged in some way in the reviewed papers to meet inclusion criteria, there was often a lack of explicit reference to teaching students about and helping them implement a two-way collaborative dynamic involving parents in an active partnership (i.e. collaboration as defined by Klatte et al. ([<reflink idref="bib29" id="ref128">29</reflink>])). In addition, most evaluations of student learning occurred at the conclusion of a single intervention or learning, raising questions about the sustained transfer of acquired knowledge and skills into clinical practice. This is important, considering that recent survey studies by Worland ([<reflink idref="bib55" id="ref129">55</reflink>]) (n = 482) and Mahomed-Asmail et al. ([<reflink idref="bib32" id="ref130">32</reflink>]) (n = 387) found that while AHP students valued PCC, they faced barriers to implementing this approach on their clinical placements. Likewise, Mantel ([<reflink idref="bib34" id="ref131">34</reflink>]) reported that while new graduates were willing to work collaboratively with parents of children, they felt unprepared to do so.</p> <p>It is the authors' view that students can serve as vital 'change agents' in collaborating with parents in the early years, shaping the future of the workforce, and re-energising health service contexts with new knowledge (Carroll et al., [<reflink idref="bib4" id="ref132">4</reflink>]). However, it is acknowledged that the caveat presented by Thomas et al. ([<reflink idref="bib53" id="ref133">53</reflink>]) that if future healthcare professionals are required to be change agents, they need to be empowered for this role rather than assuming that they can change the healthcare system with passion and sheer determination. More evidence-based methods which promote deep learning and critical reflexivity across the pre-professional AHP education journey are needed.</p> <p>One-way transformational learning can be supported through the involvement of parents as 'educational partners' in the design and evaluation of the curriculum (Thomas et al., [<reflink idref="bib53" id="ref134">53</reflink>]). Some of the studies in the current review involved parents in the design/evaluation of educational programmes. Researchers argue that family involvement in the education of AHPs can enhance students' insight into the lived experiences of families (Carroll et al., [<reflink idref="bib4" id="ref135">4</reflink>]; Pace et al., [<reflink idref="bib41" id="ref136">41</reflink>]). These examples provide a springboard for further work to understand how co-design with families can contribute to authentic learning experiences for students. As pointed out by Brand et al. ([<reflink idref="bib2" id="ref137">2</reflink>]), co-design with healthcare consumers in both teaching and research has the potential to transform the hierarchical relationships in healthcare settings. The authors consider that more opportunities to co-design with families should be prioritised across higher education curricula and related research agendas.</p> <hd id="AN0187437325-30">Limitations of the review</hd> <p>Scoping reviews offer several strengths, such as efficiency, comprehensive synthesis, identification of discrepancies, and identification of research gaps. However, they also face challenges, including heterogeneity of studies, quality assessment complexities, publication bias, potential duplications and limited control over methodological choices.</p> <p>Understanding these strengths and weaknesses is crucial for researchers, policymakers and practitioners to interpret and apply the findings of scoping reviews effectively in evidence-based decision-making processes. Future research should focus on addressing these limitations to further enhance the utility of scoping reviews as a valuable tool for evidence synthesis.</p> <hd id="AN0187437325-31">Implications for practice and future research</hd> <p>The findings of this scoping review suggest that teaching AHP students how to collaborate with families is crucial. The review findings suggest that programme teams reflect on curricular content to review their current practice in relation to preparing students for collaborative practice. For educational psychologists, these findings underscore the need for programme teams to critically evaluate curricular content and pedagogical approaches, ensuring students are adequately prepared for collaborative practice. Educational psychologists can contribute by applying their expertise in learning theory and instructional design to develop evidence-based curricula.</p> <p>Further clarity is needed on the specific components of collaboration and how these components can be included in student education. It is also important to explore and explicitly address the barriers to implementing collaborative practice among AHP students. There is scope for the co-design and delivery of education programmes with families to enable students to develop the knowledge, skills and attitudes required to work with families in a collaborative way. Educational psychologists can contribute by designing and evaluating these interventions, drawing on their expertise in educational technology and simulation-based learning.</p> <p>Given the challenges with clinical placement capacity, further research is needed on ways that simulation/role-play can be used specifically to prepare students to use a collaborative approach and to be change agents when they enter the workforce. There are opportunities to share curricula between institutions in order to advance research and implementation in this field and the use of TIDieR would be helpful in making education interventions more explicit. It is also suggested that follow-up studies are needed to explore students' experiences of implementing a collaborative approach in practice after their graduate.</p> <hd id="AN0187437325-32">Conclusion</hd> <p>The results of this scoping review highlight the need for the design of new, reflexive learning opportunities for AHP students, in partnership with parents, which prepare them to meaningfully collaborate with families in early intervention and be change agents. Educational psychologists understand that a child's development is influenced by multiple interacting contexts, including family, school, and community. They can contribute by facilitating collaborative partnerships between AHP students and parents, ensuring that learning experiences are culturally responsive and tailored to the individual needs of children and families. Studies revealed a variety of teaching methods, integrating theoretical knowledge with practical skill-building, resulting in positive student experiences. This underscores the urgent need to create new, reflexive learning experiences for allied health students, focused on effective family collaboration in early intervention. Due to clinical placement shortages, role-play and simulation warrant immediate attention as viable learning strategies.</p> <hd id="AN0187437325-33">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0187437325-34">Supplementary materials</hd> <p>Supplemental data for this article can be accessed online at https://doi.org/10.1080/02667363.2025.2477112</p> <ref id="AN0187437325-35"> <title> References </title> <blist> <bibl id="bib1" idref="ref7" type="bt">1</bibl> <bibtext> An, M., & Palisano, R. J. (2014). Family-professional collaboration in pediatric rehabilitation: A practice model. Disability and Rehabilitation, 36 (5), 434 – 440. https://doi.org/10.3109/09638288.2013.797510</bibtext> </blist> <blist> <bibl id="bib2" idref="ref137" type="bt">2</bibl> <bibtext> Brand, G., Sheers, C., Wise, S., Seubert, L., Clifford, R., Griffiths, P., & Etherton-Beer, C. (2021). A research approach for co-designing education with healthcare consumers. Medical Education, 55 (5), 574 – 581. https://doi.org/10.1111/medu.14411</bibtext> </blist> <blist> <bibl id="bib3" idref="ref42" type="bt">3</bibl> <bibtext> Brown, J. A., & Woods, J. J. (2011). Performance feedback to support instruction with speech-language pathology students on a family-centered interview process. Infants & Young Children, 24 (1), 42 – 55.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref132" type="bt">4</bibl> <bibtext> Carroll, C., Fitzgibbon, I., & Caulfield, M. (2023). Community and university partnerships: Integrating Sustainable Development Goals 3, 4, 10, 11, and 17. International Journal of Speech Language Pathology, 25 (1), 102 – 106. https://doi.org/10.1080/17549507.2022.2154081</bibtext> </blist> <blist> <bibl id="bib5" idref="ref43" type="bt">5</bibl> <bibtext> Case-Smith, J., Sainato, D., McQuaid, J., Deubler, D., Gottesman, M., & Taber, M. (2007). IMPACTS project: Preparing therapists to provide best practice early intervention services. Physical and Occupational Therapy in Pediatrics, 27 (3), 73 – 90.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref118" type="bt">6</bibl> <bibtext> Chu, E. M. Y., Sheppard, L., Guinea, S., & Imms, C. (2019). Placement replacement: A conceptual framework for designing simulated clinical placement in occupational therapy. Nursing and Health Sciences, 21 (1), 4 – 13. https://doi.org/10.1111/nhs.12551</bibtext> </blist> <blist> <bibl id="bib7" idref="ref37" type="bt">7</bibl> <bibtext> Covidence. (2024). https://<ulink href="http://www.covidence.org/">www.covidence.org/</ulink></bibtext> </blist> <blist> <bibl id="bib8" idref="ref13" type="bt">8</bibl> <bibtext> Davies, K. E., Marshall, J., Brown, L. J. E., & Goldbart, J. (2017). Co-working: Parents' conception of roles in supporting their children's speech and language development. Child Language Teaching and Therapy, 33 (2), 171 – 185. https://doi.org/10.1177/0265659016671169</bibtext> </blist> <blist> <bibl id="bib9" idref="ref14" type="bt">9</bibl> <bibtext> Davies, K. E., Marshall, J., Brown, L. J. E., & Goldbart, J. (2019). SLTs' conceptions about their own and parents' roles during intervention with preschool children. International Journal of Language & Communication Disorders, 54 (4), 596 – 605. https://doi.org/10.1111/1460-6984.12462</bibtext> </blist> <blist> <bibtext> Easton, C., Verdon, S., Brown, L., & Wilson, L. (2022). Building diversity in the speech-language pathology workforce through a blended online Master of Speech Pathology. International Journal of Speech Language Pathology, 24 (3), 307 – 319.</bibtext> </blist> <blist> <bibtext> Elenko, B. (2019). Preparing occupational therapists for effective family-centered best practice in early intervention. Infants & Young Children, 32 (4).</bibtext> </blist> <blist> <bibtext> Elwyn, G., Frosch, D., Thomson, R., Joseph-Williams, N., Lloyd, A., Kinnersley, P., Cording, E., Tomson, D., Dodd, C., Rollnick, S., Edwards, A., & Barry, M. (2012). Shared decision making: A model for clinical practice. Journal of General Internal Medicine, 27 (10), 1361 – 1367. https://doi.org/10.1007/s11606-012-2077-6</bibtext> </blist> <blist> <bibtext> The Endnote Team. (2013). EndNote Version 9. Clarivate.</bibtext> </blist> <blist> <bibtext> Fitzgerald, M., & Ward, J. (2019). Using standardized actors to promote family-centered care. Journal of Pediatric Nursing, 45, 20 – 25.</bibtext> </blist> <blist> <bibtext> Forsgren, E., Åke, S., & Saldert, C. (2022). Person‐centred care in speech‐language therapy research and practice for adults: A scoping review. International Journal of Language & Communication Disorders, 57 (2), 381 – 402. https://doi.org/10.1111/1460-6984.12690</bibtext> </blist> <blist> <bibtext> Grant, T., Thomas, Y., Gossman, P., & Berragan, L. (2021). The use of simulation in occupational therapy education: A scoping review. Australian Occupational Therapy Journal, 68 (4), 345 – 356. https://doi.org/10.1111/1440-1630.12726</bibtext> </blist> <blist> <bibtext> Hafford-Letchfield, T., Thomas, B., & McDonald, L. (2018). Social work students as community partners in a family intervention programme. Journal of Social Work, 18 (5), 598 – 617. https://doi.org/10.1177/1468017316657317</bibtext> </blist> <blist> <bibtext> Hanen Early Language Program. (2017). Students participating in a hanen program as part of a clinical placement: What are the benefits? https://<ulink href="http://www.hanen.org/SiteAssets/Articles—Printer-Friendly/Clinical—Program-Support/Going-Beyond-the-Here-and-Now-during-Interactive-B.aspx">www.hanen.org/SiteAssets/Articles—Printer-Friendly/Clinical—Program-Support/Going-Beyond-the-Here-and-Now-during-Interactive-B.aspx</ulink></bibtext> </blist> <blist> <bibtext> Health Services Executive. (2019). National health and social care professions office. https://<ulink href="http://www.hse.ie/eng/about/who/health-and-social-care-professionals/">www.hse.ie/eng/about/who/health-and-social-care-professionals/</ulink></bibtext> </blist> <blist> <bibtext> Hewat, S. (2022). Elizabeth Usher memorial lecture: Speech-language pathology in the transformative age - valuing connectivity. International Journal of Speech Language Pathology, 24 (3), 228 – 238. https://doi.org/10.1080/17549507.2022.2082530</bibtext> </blist> <blist> <bibtext> Hill, A. E., Ward, E., Heard, R., McAllister, S., McCabe, P., Penman, A., Caird, E., Aldridge, D., Baldac, S., Cardell, E., Davenport, R., Davidson, B., Hewat, S., Howells, S., Purcell, A., & Walters, J. (2020). Simulation can replace part of speech-language pathology placement time: A randomised controlled trial. International Journal of Speech-Language Pathology, 22 (1), 1 – 11. https://doi.org/10.1080/17549507.2020.1722238</bibtext> </blist> <blist> <bibtext> Hoffmann, T. C., Glasziou, P. P., Boutron, I., Milne, R., Perera, R., Moher, D., Altman, D. G., Barbour, V., Macdonald, H., Johnston, M., Lamb, S. E., Dixon-Woods, M., McCulloch, P., Wyatt, J. C., Chan, A. W., & Michie, S. (2014). Better reporting of interventions: Template for intervention description and replication (TIDieR) checklist and guide. BMJ (Clinical Research Ed.), 348, g1687. https://doi.org/10.1136/bmj.g1687</bibtext> </blist> <blist> <bibtext> Holme, C., Harding, S., Roulstone, S., Lucas, P. J., & Wren, Y. (2022). Mapping the literature on parent-child language across activity contexts: A scoping review. International Journal of Early Years Education, 30 (1), 6 – 24. https://doi.org/10.1080/09669760.2021.2002135</bibtext> </blist> <blist> <bibtext> Jeppesen, E., Schmidt, A. A., Skjødt, C. K., Hybschmann, J., Gjærde, L. K., Thestrup, J., Hansson, H., & Sørensen, J. L. (2024). Educational programmes for paediatric healthcare professionals in patient- and family-centred care. A scoping review. European Journal of Pediatrics, 183 (5), 2015 – 2028. https://doi.org/10.1007/s00431-024-05455-0</bibtext> </blist> <blist> <bibtext> Klatte, I., & Roulstone, S. (2016). The practical side of working with parent–child interaction therapy with preschool children with language impairments. Child Language Teaching & Therapy, 32 (3), 345 – 359.</bibtext> </blist> <blist> <bibtext> Klatte, I. S., Bloemen, M., de Groot, A., Mantel, T. C., Ketelaar, M., & Gerrits, E. (2024). Collaborative working in speech and language therapy for children with DLD—What are parents' needs? International Journal of Language & Communication Disorders, 59 (1), 340 – 353. https://doi.org/10.1111/1460-6984.12951</bibtext> </blist> <blist> <bibtext> Klatte, I. S., Harding, S., & Roulstone, S. (2019). Speech and language therapists' views on parents' engagement in Parent–Child Interaction Therapy (PCIT). International Journal of Language & Communication Disorders, 54 (4), 553 – 564. https://doi.org/10.1111/1460-6984.12459</bibtext> </blist> <blist> <bibtext> Klatte, I. S., Ketelaar, M., de Groot, A., Bloemen, M., & Gerrits, E. (2024). Collaboration: How does it work according to therapists and parents of young children? A systematic review. Child: Care, Health and Development, 50 (1), e13167. https://doi.org/10.1111/cch.13167</bibtext> </blist> <blist> <bibtext> Klatte, I. S., Lyons, R., Davies, K., Harding, S., Marshall, J., McKean, C., & Roulstone, S. (2020). Collaboration between parents and SLTs produces optimal outcomes for children attending speech and language therapy: Gathering the evidence. International Journal of Language & Communication Disorders, 55 (4), 618 – 628. https://doi.org/10.1111/1460-6984.12538</bibtext> </blist> <blist> <bibtext> Kokorelias, K. M., Gignac, M. A. M., Naglie, G., & Cameron, J. I. (2019). Towards a universal model of family centered care: A scoping review. BMC Health Services Research, 19 (1), 564.</bibtext> </blist> <blist> <bibtext> Kumar, S., Lensink, I. L., & Turnbull, C. (2017). Tips for using students during times of change in health care: Lessons from the literature and from practice. Advances in Medical Education and Practice, 8, 535 – 540. https://doi.org/10.2147/amep.S141414</bibtext> </blist> <blist> <bibtext> Mahomed-Asmail, F., Hlayisi, V. G., Joubert, K., Metcalfe, L. A., Graham, M. A., & Swanepoel, W. (2023). Person-centered care: Preferences and predictors in speech-language pathology and audiology practitioners. Frontiers in Psychology, 14, 1162588. https://doi.org/10.3389/fpsyg.2023.1162588</bibtext> </blist> <blist> <bibtext> Mandak, K., Light, J., & McNaughton, D. (2020). The effects of an online training on preservice speech-language pathologists' use of family-centered skills. American Journal of Speech Language Pathology, 29 (3), 1489 – 1504. https://doi.org/10.1044/2020_ajslp-19-00057</bibtext> </blist> <blist> <bibtext> Mantel, T. C. (2022). Speech and language therapy students' preparedness of collaborating with parents of children with developmental language disorder: an explorative qualitative study [ Unpublished master's thesis ]. Utrecht University.</bibtext> </blist> <blist> <bibtext> McCarthy, E., & Guerin, S. (2022). Family-centred care in early intervention: A systematic review of the processes and outcomes of family-centred care and impacting factors. Child Care Health and Development, 48 (1), 1 – 32. https://doi.org/10.1111/cch.12901</bibtext> </blist> <blist> <bibtext> Melvin, K., Meyer, C., & Scarinci, N. (2019). What does "engagement" mean in early speech pathology intervention? A qualitative systematised review. Disability and Rehabilitation, 1 – 14. https://doi.org/10.1080/09638288.2018.1563640</bibtext> </blist> <blist> <bibtext> Melvin, K., Meyer, C., & Scarinci, N. (2020). What does a family who is "engaged" in early intervention look like? Perspectives of Australian speech-language pathologists. International Journal of Speech Language Pathology, 22 (1), 1 – 11. https://doi.org/10.1080/17549507.2020.1784279</bibtext> </blist> <blist> <bibtext> Meyer, C., Scarinci, N., & Barr, C. (2019). Principles and outcomes of patent- and family-centred care. In: C. Meyer, N. Scarinci, & L. Hickson (Eds.), Patient and family-centred speech-language pathology and audiology (pp. 2 – 20). Thieme.</bibtext> </blist> <blist> <bibtext> Moudatsou, M., Stavropoulou, A., Philalithis, A., & Koukouli, S. (2020). The role of empathy in health and social care professionals. Healthcare (Basel, Switzerland), 8 (1). https://doi.org/10.3390/healthcare8010026</bibtext> </blist> <blist> <bibtext> Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18 (1), 143. https://doi.org/10.1186/s12874-018-0611-x</bibtext> </blist> <blist> <bibtext> Pace, A. E., Krings, K., Dunlap, J., & Nehilla, L. (2019). Service and learning at a residential parenting program for incarcerated mothers: Speech-language pathology student outcomes and maternal perspectives. Language, Speech, and Hearing Services in Schools, 50 (2), 308 – 323. https://doi.org/10.1044/2018_LSHSS-CCJS-18-0030</bibtext> </blist> <blist> <bibtext> Pappas, N. W., McLeod, S., McAllister, L., & McKinnon, D. H. (2008). Parental involvement in speech intervention: A national survey. Clinical Linguistics & Phonetics, 22 (4–5), 335 – 344. https://doi.org/10.1080/02699200801919737</bibtext> </blist> <blist> <bibtext> Pawłowska, M., Del Rossi, L., Kientz, M., McGinnis, P., & Padden-Denmead, M. (2020). Immersing students in family-centered interprofessional collaborative practice. Journal of Interprofessional Care, 34 (1), 50 – 58. https://doi.org/10.1080/13561820.2019.1608165</bibtext> </blist> <blist> <bibtext> Peters, M. D. J., Marnie, C., Tricco, A. C., Pollock, D., Munn, Z., Alexander, L., McInerney, P., Godfrey, C. M., & Khalil, H. (2020, October). Updated methodological guidance for the conduct of scoping reviews. JBI Evidence Synthesis, 18 (10), 2119 – 2126. https://doi.org/10.11124/jbies-20-00167</bibtext> </blist> <blist> <bibtext> Pollock, D., Peters, M. D. J., Khalil, H., McInerney, P., Alexander, L., Tricco, A. C., Evans, C., de Moraes, É. B., Godfrey, C. M., Pieper, D., Saran, A., Stern, C., & Munn, Z. (2023). Recommendations for the extraction, analysis, and presentation of results in scoping reviews. JBI Evidence Synthesis, 21 (3), 520 – 532. https://doi.org/10.11124/jbies-22-00123</bibtext> </blist> <blist> <bibtext> Popay, J., Roberts, H., Sowden, A., Petticrew, M., Arai, L., Rodgers, M., Britten, N., Roen, K., & Duffy, S. (2006). Guidance on the conduct of narrative synthesis in systematic reviews (A Product from the ESRC Methods Programme Issue). https://<ulink href="http://www.lancaster.ac.uk/media/lancaster-university/content-assets/documents/fhm/dhr/chir/NSsynthesisguidanceVersion1-April2006.pdf">www.lancaster.ac.uk/media/lancaster-university/content-assets/documents/fhm/dhr/chir/NSsynthesisguidanceVersion1-April2006.pdf</ulink></bibtext> </blist> <blist> <bibtext> Quigley, D., Loftus, L., McGuire, A., & O'Grady, K. (2020). An optimal environment for placement learning: Listening to the voices of speech and language therapy students. International Journal of Language & Communication Disorders, 55 (4), 506 – 519. https://doi.org/10.1111/1460-6984.12533</bibtext> </blist> <blist> <bibtext> Reeder, J., & Morris, J. (2021). Becoming an empowered parent. How do parents successfully take up their role as a collaborative partner in their child's specialist care? Journal of Child Health Care, 25 (1), 110 – 125. https://doi.org/10.1177/1367493520910832</bibtext> </blist> <blist> <bibtext> Scarinci, N., Erbasi, E., Moore, E., Ching, T. Y. C., & Marnane, V. (2018). The parents' perspective of the early diagnostic period of their child with hearing loss: Information and support. International Journal of Audiology, 57 (sup2), S3 – S14.</bibtext> </blist> <blist> <bibtext> Springfield, E., Honnery, M., & Bennett, S. (2018). Evaluation of a simulation clinic for improving occupational therapy students' perceptions of interaction with parents and infants. British Journal of Occupational Therapy, 81 (1), 51 – 58. https://doi.org/10.1177/0308022617736504</bibtext> </blist> <blist> <bibtext> Sugden, E., Munro, N., Trivette, C. M., Baker, E., & Williams, A. L. (2019). Parents' experiences of completing home practice for speech sound disorders. Journal of Early Intervention, 0 (0), 1 – 23. https://doi.org/10.1177/1053815119828409</bibtext> </blist> <blist> <bibtext> Taylor, C., Angel, L., Nyanga, L., & Dickson, C. (2017, October). The process and challenges of obtaining and sustaining clinical placements for nursing and allied health students. Journal of Clinical Nursing, 26 (19–20), 3099 – 3110. https://doi.org/10.1111/jocn.13658</bibtext> </blist> <blist> <bibtext> Thomas, A., Kuper, A., Chin‐Yee, B., & Park, M. (2020). What is "shared" in shared decision‐making? Philosophical perspectives, epistemic justice, and implications for health professions education. Journal of Evaluation in Clinical Practice, 26 (2), 409 – 418.</bibtext> </blist> <blist> <bibtext> Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., ... Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169 (7), 467 – 473. https://doi.org/10.7326/m18-0850</bibtext> </blist> <blist> <bibtext> Worland, A. (2022). Allied health students' perspectives towards patient and family centredness [ Unpublished bachelors thesis ]. Western Sydney University.</bibtext> </blist> <blist> <bibtext> World Health Organisation. (2015). WHO global strategy on people-centred and integrated health services: Interim report. https://iris.who.int/handle/10665/155002</bibtext> </blist> <blist> <bibtext> Zhang, L., Carter, R. A., Jr., Qian, X., Yang, S., Rujimora, J., & Wen, S. (2022). Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID-19. British Journal of Educational Technology, 53 (3), 620 – 646.</bibtext> </blist> </ref> <aug> <p>By Sam Harding; Rena Lyons; Katelyn Melvin; Ellie Sugden; Clare Carroll; Maja Kelić; Inge Klatte and Tina Mantel</p> <p>Reported by Author; Author; Author; Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib56" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib15" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib38" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib12" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib28" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib29" firstref="ref9"></nolink> <nolink nlid="nl7" bibid="bib19" firstref="ref10"></nolink> <nolink nlid="nl8" bibid="bib35" firstref="ref11"></nolink> <nolink nlid="nl9" bibid="bib27" firstref="ref15"></nolink> <nolink nlid="nl10" bibid="bib36" firstref="ref16"></nolink> <nolink nlid="nl11" bibid="bib37" firstref="ref17"></nolink> <nolink nlid="nl12" bibid="bib51" firstref="ref18"></nolink> <nolink nlid="nl13" bibid="bib25" firstref="ref20"></nolink> <nolink nlid="nl14" bibid="bib42" firstref="ref21"></nolink> <nolink nlid="nl15" bibid="bib53" firstref="ref23"></nolink> <nolink nlid="nl16" bibid="bib48" firstref="ref25"></nolink> <nolink nlid="nl17" bibid="bib24" firstref="ref28"></nolink> <nolink nlid="nl18" bibid="bib32" firstref="ref29"></nolink> <nolink nlid="nl19" bibid="bib34" firstref="ref30"></nolink> <nolink nlid="nl20" bibid="bib55" firstref="ref31"></nolink> <nolink nlid="nl21" bibid="bib44" firstref="ref33"></nolink> <nolink nlid="nl22" bibid="bib54" firstref="ref35"></nolink> <nolink nlid="nl23" bibid="bib13" firstref="ref36"></nolink> <nolink nlid="nl24" bibid="bib45" firstref="ref38"></nolink> <nolink nlid="nl25" bibid="bib22" firstref="ref39"></nolink> <nolink nlid="nl26" bibid="bib40" firstref="ref40"></nolink> <nolink nlid="nl27" bibid="bib46" firstref="ref41"></nolink> <nolink nlid="nl28" bibid="bib11" firstref="ref44"></nolink> <nolink nlid="nl29" bibid="bib17" firstref="ref45"></nolink> <nolink nlid="nl30" bibid="bib33" firstref="ref46"></nolink> <nolink nlid="nl31" bibid="bib49" firstref="ref47"></nolink> <nolink nlid="nl32" bibid="bib50" firstref="ref48"></nolink> <nolink nlid="nl33" bibid="bib43" firstref="ref49"></nolink> <nolink nlid="nl34" bibid="bib18" firstref="ref83"></nolink> <nolink nlid="nl35" bibid="bib57" firstref="ref105"></nolink> <nolink nlid="nl36" bibid="bib10" firstref="ref107"></nolink> <nolink nlid="nl37" bibid="bib30" firstref="ref115"></nolink> <nolink nlid="nl38" bibid="bib23" firstref="ref116"></nolink> <nolink nlid="nl39" bibid="bib39" firstref="ref117"></nolink> <nolink nlid="nl40" bibid="bib52" firstref="ref119"></nolink> <nolink nlid="nl41" bibid="bib20" firstref="ref120"></nolink> <nolink nlid="nl42" bibid="bib14" firstref="ref121"></nolink> <nolink nlid="nl43" bibid="bib16" firstref="ref122"></nolink> <nolink nlid="nl44" bibid="bib21" firstref="ref123"></nolink> <nolink nlid="nl45" bibid="bib41" firstref="ref136"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1487923
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Preparing Allied Health Professional Students to Work Collaboratively with Families of Young Children (0-8 Years): A Scoping Review
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sam+Harding%22">Sam Harding</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5870-2094">0000-0002-5870-2094</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rena+Lyons%22">Rena Lyons</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7294-9707">0000-0001-7294-9707</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katelyn+Melvin%22">Katelyn Melvin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9807-8329">0000-0002-9807-8329</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ellie+Sugden%22">Ellie Sugden</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5722-3035">0000-0001-5722-3035</externalLink>)<br /><searchLink fieldCode="AR" term="%22Clare+Carroll%22">Clare Carroll</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8353-8943">0000-0002-8353-8943</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maja+Kelic%22">Maja Kelic</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7253-1295">0000-0002-7253-1295</externalLink>)<br /><searchLink fieldCode="AR" term="%22Inge+Klatte%22">Inge Klatte</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7280-8960">0000-0002-7280-8960</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tina+Mantel%22">Tina Mantel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9155-2190">0000-0001-9155-2190</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology+in+Practice%22"><i>Educational Psychology in Practice</i></searchLink>. 2025 41(3):275-295.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Allied+Health+Personnel%22">Allied Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Occupations+Education%22">Allied Health Occupations Education</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Programs%22">Family Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Involvement%22">Family Involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Therapy%22">Physical Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Psychologists%22">Psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Audiology%22">Audiology</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+Therapy%22">Occupational Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02667363.2025.2477112
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0266-7363<br />1469-5839
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Collaborative working with families has positive impacts on outcomes for families and children. However, implementing a collaborative approach requires allied health professionals to have knowledge, skills, experience, and confidence in working with families. This scoping review aimed to explore teaching practices used in order to prepare allied health profession students to work collaboratively with families of children under the age of 8 years. Eight studies were identified: these studies captured different teaching and learning methods which included both a component of classroom-based instruction covering theory and a form of skill development practice. Experiential outcomes for students were reported to be positive. Results highlight the need for the design of new, reflexive learning opportunities for allied health profession students which prepare them to collaborate with families in early intervention. Effective learning using role-play and simulation should be explored as a priority considering the identified shortages of clinical placements for students internationally.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1487923
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1487923
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02667363.2025.2477112
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 275
    Subjects:
      – SubjectFull: Allied Health Personnel
        Type: general
      – SubjectFull: Allied Health Occupations Education
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Experiential Learning
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Family Programs
        Type: general
      – SubjectFull: Family Involvement
        Type: general
      – SubjectFull: Physical Therapy
        Type: general
      – SubjectFull: Psychologists
        Type: general
      – SubjectFull: Audiology
        Type: general
      – SubjectFull: Speech Language Pathology
        Type: general
      – SubjectFull: Occupational Therapy
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Parents
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: United States
        Type: general
      – SubjectFull: Australia
        Type: general
      – SubjectFull: United Kingdom
        Type: general
    Titles:
      – TitleFull: Preparing Allied Health Professional Students to Work Collaboratively with Families of Young Children (0-8 Years): A Scoping Review
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sam Harding
      – PersonEntity:
          Name:
            NameFull: Rena Lyons
      – PersonEntity:
          Name:
            NameFull: Katelyn Melvin
      – PersonEntity:
          Name:
            NameFull: Ellie Sugden
      – PersonEntity:
          Name:
            NameFull: Clare Carroll
      – PersonEntity:
          Name:
            NameFull: Maja Kelic
      – PersonEntity:
          Name:
            NameFull: Inge Klatte
      – PersonEntity:
          Name:
            NameFull: Tina Mantel
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0266-7363
            – Type: issn-electronic
              Value: 1469-5839
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Educational Psychology in Practice
              Type: main
ResultId 1