Growing a profession: Clinician perspectives on the evolving practice of speech-language pathology in Vietnam

Abstract

Purpose: This paper reports findings from phase two of a multiphase cross-cultural research programme exploring the professional practice of a group of Vietnam’s first university-qualified speech-language pathologists.

Method: Employing qualitative research methodology, this study involved a series of workshops with seven Vietnamese speech-language pathologists in which visual research methods were used to explore the evolution of their work, the challenges they faced, and opportunities to progress their professional practice. Thematic analysis employing a mixed deductive-inductive approach was used to analyse the textual data.

Result: Heightened awareness of the speech-language pathology profession in Vietnam, movement into specialisation and expansion of services into the private sector were described. Dual professional roles, limited access to culturally-relevant resources to support practice and lack of experience in advocating for services posed challenges, whilst community education, the conduct of research, and the training of others in speech-language pathology were progressing the profession.

Conclusion: The professional practice of a group of Vietnam’s first speech-language pathologists is growing. Opportunities to advance their practice will best be informed by knowledge that reflects local context and culture and includes the experiences and preferences of persons living with communication and swallowing disabilities in Vietnam and their families.

Keywords:

• Speech-language pathology
• speech and language therapy
• Vietnam
• disability
• cross-cultural research

Acknowledgements

We would like to acknowledge the contribution of the Participatory Research Group to this research.

The support of the United Vietnamese Buddhist Congregation of Victoria, Australia, Quang Minh Temple is also acknowledged.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this paper.

Notes

1 A second cohort of 15 students graduated in 2014

Additional information

Funding

This research was supported by an Australian Government Research Training Programme Scholarship; and by a Speech Pathology Australia Higher Research Degree Award.