University: Student Peer Mentoring in the Clinical Training of Speech-Language Pathologists This phenomenological study explored the nature of clinical peer mentoring experiences from the perspectives of first-time undergraduate student clinicians, graduate student peer mentors, and their clinical instructor at one Midwestern university. Participants included five mentor–first time (FT) clinician pairs and one clinical instructor. In-depth, semi-structured, face-to-face interviews were analyzed using ... University
University  |   March 2012
University: Student Peer Mentoring in the Clinical Training of Speech-Language Pathologists
Author Affiliations & Notes
  • Carlotta Kimble
    University of Central Missouri, Warrensburg, MO
  • Gregory Turner
    University of Central Missouri, Warrensburg, MO
  • Mary Pat McCarthyColumn Editor
  • © 2012 American Speech-Language-Hearing Association
Article Information
University   |   March 2012
University: Student Peer Mentoring in the Clinical Training of Speech-Language Pathologists
SIG 11 Perspectives on Administration and Supervision, March 2012, Vol. 22, 12-27. doi:10.1044/aas22.1.12
SIG 11 Perspectives on Administration and Supervision, March 2012, Vol. 22, 12-27. doi:10.1044/aas22.1.12

This phenomenological study explored the nature of clinical peer mentoring experiences from the perspectives of first-time undergraduate student clinicians, graduate student peer mentors, and their clinical instructor at one Midwestern university. Participants included five mentor–first time (FT) clinician pairs and one clinical instructor. In-depth, semi-structured, face-to-face interviews were analyzed using Moustakas’ (1994) modified van Kaam method of analysis of phenomenological data. The findings revealed personal and reciprocal peer mentor–FT clinician relationships that impacted clinical instructor supervision. The results suggested a dichotomy between acceptance of peer mentor guidance and support and FT clinician self-confidence in clinical skills. The findings demonstrated the potential impact of relationship dynamics between peer mentor and clinical instructor on the overall clinical experience of FT clinicians. The results yielded implications for peer mentor model development.

Become a SIG Affiliate
Pay Per View
Entire SIG 11 Perspectives on Administration and Supervision content & archive
24-hour access
This Issue
24-hour access
This Article
24-hour access