Developing a Clinical Competency Framework for Entry-Level Speech and Language Therapists in the Kingdom of Saudi Arabia

In Speech and Language Therapy (SLT), professional competency guidelines ensure that entry-level Speech and Language Therapists (SLTs) are adequately prepared for clinical practice, such as when delivering quality care and effectively collaborating within multidisciplinary teams. These competencies guide task allocation and supervision, forming a foundation for the professional growth and development. The overall aim of this thesis is to achieve a national consensus among key stakeholders regarding the required competencies for entry-level speech and language therapists in the Kingdom of Saudi Arabia (KSA).
This thesis documents the development of a competency framework for entry-level SLTs in KSA through stakeholder engagement, and expert consensus. This process was informed by a scoping review of international competency frameworks, interviews with clinical educators and entry-level SLTs, and a Delphi study to establish national consensus on the required competencies. To ensure the framework’s comprehensiveness, contextual relevance, and alignment with the needs of the SLT profession in KSA, findings from these diverse sources were integrated using a triangulation protocol.
The resulting competency framework provides a comprehensive outline of the essential knowledge, skills, and professional attributes required for entry-level SLTs in KSA. The discussion highlights the need for structured and detailed competency framework that integrate theoretical knowledge, practical application, and professional growth. Key challenges were identified, including subjective assessment methods, variability in clinical exposure, and the evolving nature of professional competencies. By synthesising the findings through a triangulation protocol, this study offers a robust framework for SLT competency development and assessment, to increase workforce readiness and therefore improved patient care. The outcomes have implications for SLT training, informing policy, and aligning academic and clinical expectations in KSA and beyond.