Clinical supervision in speech-language pathology and audiology in the United States: Development of a professional specialty

Dudding, Carol C.; McCready, Vicki; Nunez, Loretta; Procaccini, Samantha J.

doi:10.1080/07325223.2017.1377663

Cited by 17 publications

(12 citation statements)

References 29 publications

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“…Research examining SP and more broadly within allied health services has shown that quality supervision facilitates the acquisition of new skills, promotes reflective practice, and has positive flowon effects for staff recruitment and retention. [55][56][57] Traditional methods of in-person mentoring and support are limited for clinicians working in regional and rural areas. However, more accessible options such as telesupervision have demonstrated benefits for enhanced networking and peer support, which collectively has been shown to improve staff satisfaction and reduce the professional isolation often felt by sole rural clinicians.…”

Section: Discussionmentioning

confidence: 99%

“…Within the clusters pertaining to clinical skill development (represented in both the tertiary and rural facility results) was the need for addressing access to mentoring, supervision, and clinical support. Research examining SP and more broadly within allied health services has shown that quality supervision facilitates the acquisition of new skills, promotes reflective practice, and has positive flow‐on effects for staff recruitment and retention 55–57 . Traditional methods of in‐person mentoring and support are limited for clinicians working in regional and rural areas.…”

Section: Discussionmentioning

confidence: 99%

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Speech pathology service enhancement for people with head and neck cancer living in rural areas: Using a concept mapping approach to inform service change

et al. 2021

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Background Speech pathology (SP) services provide swallowing and communication intervention to people with head and neck cancer (HNC) across the continuum of care. However, difficulties exist with access and delivery of services in rural areas. The study aim was to identify actionable goals for SP change, utilizing a concept mapping approach. Methods Eleven SP staff from two regional/remote services completed the concept mapping process. Multivariate analysis and multidimensional scaling were used to develop a final set of prioritized goals for change. Results Between the two participating health services, 30 actionable goals were identified within the “green‐zone” on the go‐zone graph of importance and changeability. Among the most highly rated areas for change was the need to deliver and receive more support for training, mentoring, and supervision to consolidate skills. Conclusions This methodology enabled identification of prioritized, actionable changes to improve SP services for people with HNC living in regional/remote areas.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Speech pathology service enhancement for people with head and neck cancer living in rural areas: Using a concept mapping approach to inform service change

et al. 2021

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“…The clinical educators commented that they would like more training and time to see the students on a one-to-one basis. These comments have been supported by Dudding et al [22] and Davies et al [19] With regard to training, research in the nursing discipline has correlated clinical supervision with improvements in the quality of patient care. [22] The field of medicine also argues that efficient supervision improves patient care.…”

Section: Short Research Reportmentioning

confidence: 96%

“…Likewise, clinical educators need to be aware of their positionality, cultural biases, or stereotype 'thinking' they bring to the clinical educator and student relationship. [22] Being mindful of bias is critical, especially bearing in mind SA's history of discrimination.…”

Section: Infrastructure At the Clinical Sitementioning

confidence: 99%

Facilitators of and barriers to clinical supervision of speech-language pathology students in South Africa: A pilot study

Mupawose

Adams

Moonsamy

2021

AJHPE

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Clinical educators have an important role in training student clinicians, as well as ensuring that clients receive relevant interventions. To embody both, clinical educators must understand the needs of the student, the context and the university's initiatives and policies. [8] Currently, the university has called for a transformed curriculum that is inclusive of student demographics Background. Clinical supervision plays a fundamental role in maintaining professional standards when training students of professional degrees at a university undergraduate level. Objective. To describe the perceptions of clinical educators regarding the facilitators of and barriers to learning when training undergraduate speechlanguage pathology students in underserved and under-resourced clinical contexts in Gauteng, South Africa. Methods. A qualitative approach, using a focus group discussion, was employed. Data were gathered from 8 clinical educators regarding their experiences of supervision of students. Themes were identified and analysed using thematic analysis. Results. Themes generated revealed that there were barriers in supervision due to attitudes of student clinicians, clinical educators' preparedness and infrastructure at clinical sites. Facilitators of the supervisory process were identified as feedback from student clinicians and support given by the department to clinical educators. Conclusion. These findings suggested that clinical educators require additional time, support and training to assist them with clinical supervision. As clinical supervision is fundamental to the speech-language pathology curriculum and student experience, its value should not be underestimated. These findings contribute to the process of transforming the effectiveness of clinical supervision.

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“…Liberati and Agbisit (2017) suggested art‐based strategies appropriate for use in group supervision, and Whisenhunt et al (2017) proposed creative supervision strategies to utilize after a client suicide. Finally, contributors addressed supervision needs in settings featuring service to those seeking asylum and refugee populations (Apostolidou & Schweitzer, 2017), hospice (Prado & Waterman, 2017), and speech‐language pathology and audiology (Dudding, McCready, Nunez, & Procaccini, 2017).…”

Section: Supervisionmentioning

confidence: 99%

Counselor Education and Supervision: 2017 Inaugural Review

Minton

2019

Couns Edu & Supervision

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Clinical supervision in speech-language pathology and audiology in the United States: Development of a professional specialty

Cited by 17 publications

References 29 publications

Speech pathology service enhancement for people with head and neck cancer living in rural areas: Using a concept mapping approach to inform service change

Speech pathology service enhancement for people with head and neck cancer living in rural areas: Using a concept mapping approach to inform service change

Facilitators of and barriers to clinical supervision of speech-language pathology students in South Africa: A pilot study

Counselor Education and Supervision: 2017 Inaugural Review

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