Supervision: Student Clinicians Develop Independence by Assessing Their Own Clinical Skills A goal of clinical supervision at the pre-service level is the development of independence in student clinicians. When students are totally dependent on their supervisors for feedback about their clinical performance and competencies, they do not develop the ability to evaluate their own behaviors. In these situations, students continue ... Article
Article  |   March 01, 2007
Supervision: Student Clinicians Develop Independence by Assessing Their Own Clinical Skills
Author Affiliations & Notes
  • Lillian C. Larson
    University of Nebraska at Kearney, Kearney, NE
  • Elizabeth Zylla JonesColumn Editor
Article Information
Professional Issues & Training / Supervision
Article   |   March 01, 2007
Supervision: Student Clinicians Develop Independence by Assessing Their Own Clinical Skills
SIG 11 Perspectives on Administration and Supervision, March 2007, Vol. 17, 4-6. doi:10.1044/aas17.1.4
SIG 11 Perspectives on Administration and Supervision, March 2007, Vol. 17, 4-6. doi:10.1044/aas17.1.4
A goal of clinical supervision at the pre-service level is the development of independence in student clinicians. When students are totally dependent on their supervisors for feedback about their clinical performance and competencies, they do not develop the ability to evaluate their own behaviors. In these situations, students continue to be dependent upon their supervisors. However, when students are asked to assess their own clinical performance and competencies, they learn how to develop self-awareness and insight into their own clinical strengths and limitations. Since ASHA implemented new standards for the Certificate of Clinical Competence in Speech-Language Pathology, instruments that document student performance and growth in acquiring clinical competencies were needed. To facilitate the development of self-assessment skills in student clinicians, a brief questionnaire was developed at the University of Nebraska at Kearney requiring students to comment on their clinical performance. This instrument has become useful in the documentation of clinical competencies as the Knowledge and Skills Acquisition (KASA; ASHA, 2003) form for speech-language pathology is completed.
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