Reflections on Student Perceptions of Supervisory Needs in Clinical Education Abstract: Abstract  Clinical supervision is a multi-faceted process involving changing interactions between clinical mentors and supervisees. This paper presents a reflection on students' perspectives from a series of focus groups, ... Article
Article  |   October 2009
Reflections on Student Perceptions of Supervisory Needs in Clinical Education
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  • © 2009 American Speech-Language-Hearing AssociationAmerican Speech-Language-Hearing Association
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Research Issues, Methods & Evidence-Based Practice / Professional Issues & Training
Article   |   October 2009
Reflections on Student Perceptions of Supervisory Needs in Clinical Education
SIG 11 Perspectives on Administration and Supervision, October 2009, Vol. 19, 96-106. doi:10.1044/aas19.3.96
SIG 11 Perspectives on Administration and Supervision, October 2009, Vol. 19, 96-106. doi:10.1044/aas19.3.96
Abstract:

Abstract  Clinical supervision is a multi-faceted process involving changing interactions between clinical mentors and supervisees. This paper presents a reflection on students' perspectives from a series of focus groups, surveys, and rating scales completed by students enrolled in residential and distance delivery programs. Qualitative themes which emerged from student focus groups regarding self-identified needs within the clinical education process are examined. Self-assessment surveys and rating scales constructed from focus group data were administered to different cohorts of students during on-campus practica. Participants completed a 5-point rating scale indicating agreement-disagreement with statements of the importance of specific supervisory behaviors and rankings of their five highest priority supervisory needs. Comparisons between students' perceived needs across the developmental continuum and across both delivery modes were examined for differences in the thematic focus of student-identified needs. While the overall patterns of needs were basically similar for the distance education cohort and the beginning, intermediate, and advanced level clinicians in traditional cohorts, differences were observed among the cohorts in terms of patterns of self-identified needs and priorities for emotional support, technical assistance, and collegiality. Implications for accommodating student-identified priority needs for technical knowledge and skills as well as relational interactions with clinical educators are addressed.

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