Naomi De Graff

Background Conversation partner schemes for people with aphasia (PWA) can promote communication and quality of life as well as support skill development for students. Initial evidence indicates online conversation partner formats are acceptable as an alternative to in‐person delivery. Aims To evaluate the experiences of PWA of an online conversation partner scheme during the global pandemic. Methods & Procedures This qualitative study captured the experiences of eight PWA through semi‐structured interviews. Reflexive thematic analysis was used to analyse the data and to create themes and subthemes, reflecting the experiences of the participants through the interpretation of the researchers. Outcomes & Results Two main themes were generated, each with subthemes. The first theme was Communicating and connecting online: ‘It was brilliant’ with subthemes: ‘It help me and I help them’: Mutual benefits, ‘Straight away I managed to speak’: Supported conversations, ‘We got to know each other’: Connecting, and ‘Nine out of ten, easy’: Convenient and easy. The second theme was Being me online: lacks ‘Je ne sais quoi’ with subthemes: ‘I like to shake hands’: Missing a human connection, ‘Show me, me self, myself, my broad Yorkshire coming out’: Restricted self‐expression, and ‘Wetherspoons, Wetherspoons’: Loss of the physical environment. Conclusions & Implications This study supports the existing evidence that online conversation partner schemes for PWA are successful. It contributes original ideas relating to the acceptability of technology, interaction and self‐expression online for PWA, and considers the benefits of combining both online and face‐to‐face communication and connection opportunities. WHAT THIS PAPER ADDS What is already known on the subject University conversation partner schemes have been shown to improve the communication skills and confidence of PWA and students. A small body of research has shown that online conversation partner schemes are feasible and can be a positive experience for some, but not all, PWA. What this paper adds to the existing knowledge Participants found that an online conversation partner scheme during the COVID‐19 pandemic gave them the opportunity to communicate and connect with students, and led to mutual benefits including enjoyment, improved communication skills, confidence and a sense of purpose. They were able to connect through supported conversations and found it convenient and easy to meet online. Despite these benefits, the participants felt that there was something missing in terms of the human connection, self‐expression and the physical environment. What are the potential or actual clinical implications of this work? This study suggests that online conversation partner schemes provide an opportunity for those who are restricted in their ability to meet face to face or would prefer the ease and comfort of staying in their own home. However, some people may face more barriers in meeting online due to limited experience, skills or support with technology, and may find it more difficult to communicate, build a connection and express themselves. Either using a combined approach of online and face‐to‐face interactions or providing a choice for PWA will ensure that they are still able to access the psychosocial benefits of participating in a conversation partner scheme.

The aim of this paper is to describe the implementation and evaluation of a ‘whole course’ approach to embedding an e-Portfolio across 3 years of a pre-registration speech and language therapy course and to discuss the implications for pre-and post-registration professional development. The e-portfolio tool used is PebblePad which consists of a private personal learning space and an ‘institutional’ space that allows individuals to submit elements of their portfolio for assessment. Use of the e-portfolio builds through the course culminating in a final assessment of overall ‘readiness for practice’, which encourages the students to consider their development holistically as well as to present evidence for individual HCPC Standards of Proficiency. This mediates the potential difficulties associated with constructing and assessing competencies. Use of the eportfilio was evaluated through an online questionnaire, gathering both quantitative and qualitative data on attitudes to using PebblePad, impact on the course, training and support, and recommendations, and with open response questions to probe reasons for responses given. 94% of students who responded agreed or strongly agreed that they found PebblePad useful, 82% agreed that they had received useful feedback and 68% agreed that PebblePad had helped them to become an independent learner. Fifty-six percent agreed that the intended to continue using PebblePad beyond registration. However, only 29% agreed that they had found the experience enjoyable. Thematic analysis of responses to open questions indicated that the practical aspects of using the technology and the time involved in learning how to use it were a barrier to enjoyment for some students. Positive themes included accessibility and convenience of use and the structure and feedback the tool provides for assessment, self-reflection and learning. Future research will investigate whether and how graduates go on to use their e-portfolio to support their ongoing development as they embark on their professional careers.

Stroke survivors with aphasia (SsWA) tend to experience high levels of anxiety and stress, leading to an increased risk of recurrent strokes. Mindfulness and/or relaxation that does not require language outputs could reduce psychosocial stress; however, these approaches work best if they consist of a range of techniques and are modified to suit the needs of SsWA. Using a mixed-methods approach, we examined the feasibility and acceptability of a set of tailored mindfulness and relaxation techniques for SsWA. Nine SsWA were recruited (six men and three women, median age = 51 years). Four relaxation and mindfulness techniques which had been tailored for SsWA were filmed into a DVD/YouTube video and were given to participants together with a practice diary for home practice once daily for 5 weeks. The participants joined focus group discussions and completed a feasibility scale 5 weeks later. The participants perceived these techniques as easy, user-friendly and acceptable for SsWA in general. Although practised less often than instructed, many participants reported benefits of regular practice. The perceived relevance of these techniques to the participants' own situations and the intention to continue varied. Future research could encourage the regular practice of self-help interventions by incorporating behavioural change techniques such as using prompts and cues.