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Requisitos de certificación y licencia en patología del habla y lenguaje sobre educación y práctica interprofesional:
Sundeep Venkatesan1, Alessandra Antonacci1, Reethee Antony1
1Division of Speech and Language Pathology, Binghamton University, State University of New York (SUNY), Vestal, USA.
Journal of interprofessional care
|February 12, 2026
Resumen
Los requisitos estatales y nacionales para los patólogos del habla y el lenguaje (SLP) muestran un énfasis limitado en la educación interprofesional (IPE) y la práctica interprofesional (IPP). El fortalecimiento de estos estándares podría mejorar la colaboración y los resultados de los clientes.
Área de la Ciencia:
- Patología del habla y el lenguaje
- Educación en ciencias de la salud
- Estándares profesionales
Sus antecedentes:
- Los patólogos del habla y el lenguaje (SLP) operan en diversos entornos que requieren práctica interprofesional (IPP).
- La educación interprofesional (IPE) es crucial para equipar a los profesionales para colaborar de manera efectiva y mejorar los resultados de los pacientes.
- Comprender la integración de la IPE y la IPP en los estándares profesionales de SLP es vital para la práctica futura.
Objetivo del estudio:
- Analizar en qué medida los requisitos de licencia estatal de EE. UU. y los requisitos de certificación nacional para SLP incorporan la educación interprofesional (IPE) y la práctica interprofesional (IPP).
Principales métodos:
- Análisis de contenido descriptivo de los requisitos de licencia de 50 estados de EE. UU. y los estándares de certificación nacional de la American Speech-Language-Hearing Association (ASHA).
- Se buscaron palabras clave relacionadas con IPE e IPP, y se realizaron recuentos de frecuencia y análisis cualitativo contextual.
- Se empleó un diseño de métodos mixtos explicativos secuenciales.
Principales resultados:
- Ningún documento de licencia estatal hacía referencia explícita a la IPE o la IPP.
- Si bien se mencionaron profesiones relacionadas como médicos, maestros y enfermería, los roles interprofesionales estructurados fueron raros.
- Los estándares de certificación de la ASHA mencionaron la IPE y la IPP con más frecuencia que los documentos estatales, pero carecieron de una identificación consistente de los socios clave.
Conclusiones:
- Los requisitos actuales de licencia y certificación de SLP en EE. UU. demuestran un enfoque limitado en la IPE y la IPP.
- Se recomienda mejorar estos estándares para incluir explícitamente competencias interprofesionales.
- Esto prepararía mejor a los SLP para una colaboración efectiva, mejorando potencialmente los resultados de los clientes y estudiantes.
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