Key Factors of Influence in Clinical Educator Relationships This article reviews the literature and resources for supervisory, mentorship, and preceptorship models in personnel preparation of graduate students in clinical education. Information presented highlights the critical aspect of clarifying expectations to facilitate foundations for relationships with students in pre-service programs. Survey results that indicate discrepancies between expectations for performance ... Article
Article  |   June 01, 2014
Key Factors of Influence in Clinical Educator Relationships
Author Affiliations & Notes
  • Tammy Fredrickson
    Department of Speech, Language, & Hearing Sciences, University of Colorado, Boulder, CO
  • Susan Moore
    Department of Speech, Language, & Hearing Sciences, University of Colorado, Boulder, CO
  • Financial Disclosure: Tammy Fredrickson is an Assistant Clinical Professor at the University of Colorado. Susan Moore is a Clinical Professor and Director of Clinical Education and Services at the University of Colorado.
    Financial Disclosure: Tammy Fredrickson is an Assistant Clinical Professor at the University of Colorado. Susan Moore is a Clinical Professor and Director of Clinical Education and Services at the University of Colorado.×
  • Nonfinancial Disclosure: Tammy Fredrickson has no nonfinancial interests related to the content of this article. Susan Moore has previously published in the subject area.
    Nonfinancial Disclosure: Tammy Fredrickson has no nonfinancial interests related to the content of this article. Susan Moore has previously published in the subject area.×
Article Information
Professional Issues & Training / Articles
Article   |   June 01, 2014
Key Factors of Influence in Clinical Educator Relationships
SIG 11 Perspectives on Administration and Supervision, June 2014, Vol. 24, 12-20. doi:10.1044/aas24.1.12
SIG 11 Perspectives on Administration and Supervision, June 2014, Vol. 24, 12-20. doi:10.1044/aas24.1.12

This article reviews the literature and resources for supervisory, mentorship, and preceptorship models in personnel preparation of graduate students in clinical education. Information presented highlights the critical aspect of clarifying expectations to facilitate foundations for relationships with students in pre-service programs. Survey results that indicate discrepancies between expectations for performance among students, preceptors, and clinical faculty are key factors of influence to the success of outcomes. Specific strategies to address or prevent discrepancies are included as examples.

This information was presented at the ASHA 2013 Convention in Chicago, IL.

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