The Clinical Educator's Companion: The WEB-Based ASHA Scope of Practice

2009 ◽  
Vol 19 (1) ◽  
pp. 10-12
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Graduate Students ◽  
Clinical Education ◽  
Scope Of Practice ◽  
Speech Language Pathology ◽  
Web Based ◽  
Knowledge And Skills ◽  
Language Pathology ◽  
The Web ◽  
Current Practices

Abstract The purpose of this article is to encourage graduate students and practicing clinicians to review the current ASHA Web-based version of the Scope of Practice in Speech-Language Pathology. Using examples of how the Scope of Practice has been used in clinical education by the author, this article attempts to illustrate how ASHA has provided information such as position statements, technical reports, and knowledge and skills documents related to the topics that fall within our Scope of Practice. Finally, this article demonstrates that valid research regarding current practices is only a click away if the novice is directed to the ASHA Web-based Scope of Practice.

Deliberate Supervision: Practical Strategies for Success

2020 ◽  
Vol 5 (1) ◽  
pp. 206-215
Author(s):  
Kelly A. Kleinhans ◽  
Christina Brock ◽  
Lauren E. Bland ◽  
Bethany A. Berry
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Professional Practice ◽  
Clinical Education ◽  
Clinical Skills ◽  
Speech Language Pathology ◽  
Clinical Supervisors ◽  
Practice Experience ◽  
Certification Standards ◽  
Language Pathology

Purpose Clinical supervisors play a fundamental role in enabling students to transform knowledge into clinical skills. The 2020 changes to Speech-Language Pathology Certification Standards will require speech-language pathologists who want to serve as clinical supervisors of applicants for certification to complete a minimum of 9 months of practice experience postcertification and 2 hr of professional development in the professional practice domain of supervision postcertification prior to overseeing a student in a clinical supervisor capacity. Conclusion This article describes a framework for clinical supervisors of graduate students to use based on the premise that supervision should be an intentional reflective activity. The authors describe how to plan for clinical education across practice settings, provide appropriate feedback, and use questions effectively. Supplemental Material https://doi.org/10.23641/asha.11528250

scholarly journals Beliefs Regarding the Impact of Accent Within Speech-Language Pathology Practice Areas

2012 ◽  
Vol 34 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Erika S. Levy ◽  
Catherine J. Crowley
Keyword(s):  
New York ◽  
Service Provision ◽  
New York State ◽  
The United States ◽  
Scope Of Practice ◽  
Speech Language Pathology ◽  
Web Based ◽  
Language Pathology ◽  
Demographic Shifts ◽  
The Impact

With the demographic shifts in the United States, it is increasingly the case that speech-language pathologists (SLPs) come from different language backgrounds from those of their clients and have nonnative accents in their languages of service. An anonymous web-based survey was completed by students and clinic directors in SLP training programs in New York State regarding their beliefs about the appropriate scope of practice of SLPs with accents in English and other languages. Responses were received from 28 directors and 530 students. Perceived appropriateness of service by accented clinicians depended on particular disorders serviced and degree of accent, with phonologically based services believed by the greatest number of respondents to require more native-like speech than other areas. Further efforts must be made to research effects of SLPs’ accents on service delivery and plan strategies, if needed, for successful service provision in SLPs’ diverse areas of practice when mismatches in language backgrounds occur.

Speech-Language Pathology Graduate Student Experiences of Incivility, Bullying, and Intimidation in the Clinical Practicum Setting: An Exploratory Study

2021 ◽  
pp. 1-25
Author(s):  
James M. Mancinelli ◽  
Meredith Kneavel
Keyword(s):  
Nursing Education ◽  
Graduate Students ◽  
Graduate Student ◽  
Clinical Education ◽  
Phenomenological Study ◽  
Psychological Effects ◽  
Speech Language Pathology ◽  
Clinical Practicum ◽  
Language Pathology ◽  
Education Psychology

Purpose The purpose of this phenomenological study was to describe and interpret the experiences of graduate students in communication sciences and disorders who experienced forms of incivility in the clinical practicum setting. There is precedent for identifying and handling incivility, such as bullying, harassment, and intimidation, in the nursing education, psychology education, medical education, and physical therapy literature. A literature search for incivilities such as bullying, harassment, and intimidation in graduate student education in communication sciences and disorders did not yield any systematic studies. Method Nineteen participants who were interested in participating contacted the researcher; of those, nine participants were ultimately interviewed. A thematic analysis of videotaped semistructured interviews was used to measure outcomes based on the five questions posed to the participants. The participants responded to the five questions designed to understand the lived experience of incivility for graduate students in speech-language pathology practicum settings. Conclusions This study fills a gap in the clinical education literature in speech-language pathology. It was a qualitative study using a phenomenological approach that described and interpreted speech-language pathology graduate students' experiences of bullying, harassment, and/or intimidation during clinical practicums across practice settings. Data analysis yielded five themes based on the participants' responses during the interview. The themes were communication, physical and/or psychological effects, interpersonal dynamics, clinical instruction, and lingering physical and psychological effects of the experience. The authors make recommendations to reduce the probability that incivility, bullying, and/or intimidation will occur during a student's clinical practicum experience.

The Instructional Effectiveness of a Web-Based Audiometry Simulator

2005 ◽  
Vol 16 (02) ◽  
pp. 079-084 ◽  
Author(s):  
Ann K. Lieberth ◽  
Douglas R. Martin
Keyword(s):  
Graduate Students ◽  
Graduate Training ◽  
Pure Tone Audiometry ◽  
Instructional Effectiveness ◽  
Speech Language Pathology ◽  
Hearing Tests ◽  
Web Based ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Graduate Training Programs

With distance learning becoming more of a reality than a novelty in many undergraduate and graduate training programs, web-based clinical simulations can be identified as an instructional option in distance education that has both a sound pedagogical foundation and clinical relevance. The purpose of this article is to report on the instructional effectiveness of a web-based pure-tone audiometry simulator by undergraduate and graduate students in speech-language pathology. Graduate and undergraduate majors in communication sciences and disorders practiced giving basic hearing tests on either a virtual web-based audiometer or a portable audiometer. Competencies in basic testing skills were evaluated for each group. Results of our analyses of the data indicate that both undergraduate and graduate students learned basic audiometric testing skills using the virtual audiometer. These skills were generalized to basic audiometric testing skills required of a speech language pathologist using a portable audiometer.

Students’ Self-Perceptions of Knowledge and Skills Pre and Post Externship

2013 ◽  
Vol 23 (3) ◽  
pp. 110-120 ◽  
Author(s):  
Jill Oswalt
Keyword(s):  
Graduate Students ◽  
Formative Assessment ◽  
Rating Scale ◽  
Graduate Programs ◽  
Speech Language Pathology ◽  
Knowledge And Skills ◽  
Self Reflection ◽  
Self Perceptions ◽  
Student Focus ◽  
Language Pathology

Student self-rating and self-reflection are often used as part of a formative assessment in Communication Sciences and Disorders (CSD) graduate programs. This article focuses on the use of a rating scale assessing speech-language pathology graduate students’ self-perception of their readiness for school and medical externships utilizing a survey format. Students completed a pre and post survey during their culminating externship experiences reflecting their perceived level of required assistance and independence with disorder groups and processes. The results of this project will be discussed with the information benefiting graduate programs in planning curriculum, assessing externship experiences, and providing a tool for student focus on perceived areas of need during the externship and at the initiation of the Clinical Fellowship (CF).

Role-Playing and its Carryover To Practice in Speech-Language Pathology

2012 ◽  
Vol 15 (1) ◽  
pp. 29-37 ◽  
Author(s):  
Ana Claudia Harten
Keyword(s):  
Graduate Students ◽  
Classroom Instruction ◽  
Role Playing ◽  
Speech Language Pathology ◽  
Graduate Course ◽  
Clinical Practicum ◽  
Knowledge And Skills ◽  
Language Pathology

The value of a graduate course in the field of speech-language pathology is limited when students do not transfer the knowledge and skills they acquire to their clinical practicum. In this article, I describe the implementation of role-playing simulation into classroom instruction about aphasia and explore graduate students’ perceptions of this instructional method’s efficacy and carryover to a clinical practicum.

Graduate Students' Perspectives Toward Telepractice at the COVID-19 Global Pandemic Onset

2021 ◽  
pp. 1-14
Author(s):  
Megann McGill ◽  
Qiana Dennard
Keyword(s):  
Graduate Students ◽  
Service Delivery ◽  
Graduate Program ◽  
First Year ◽  
Speech Language Pathology ◽  
Online Questionnaire ◽  
Perceived Knowledge ◽  
Knowledge And Skills ◽  
Global Pandemic ◽  
Language Pathology

Purpose The purpose of this article was to describe a cross-sectional research study exploring the perceived knowledge, skills, and attitudes of telepractice service delivery use among speech-language pathology graduate students during the onset of the COVID-19 global pandemic. Method Students' perceived knowledge, skills, and attitudes toward telepractice were examined through an online questionnaire that contained 23 questions, including five demographic questions and 18 Likert scale questions. Participants were 189 graduate students (96% female, 60% first-year graduate students) currently enrolled in speech-language pathology graduate programs. Statistical analyses on students' responses, including independent-samples t tests and correlations, were conducted. Results Only 20% of respondents stated they had provided services via telepractice. Most participants reported slightly more confidence in their perceived skills related to telepractice as compared to their perceived knowledge of telepractice. Students who had prior experience with telepractice were more likely to provide higher ratings compared to those with no experience. Higher ratings of perceived telepractice knowledge and skills were observed for second-year and third-year graduate students compared to first-year students. Positive correlations were observed between students' higher confidence in perceived knowledge and skills related to telepractice and their attitudes toward the service delivery model. Despite positive responses related to perceived telepractice knowledge and skills, the majority of participants reported preferring in-person services over telepractice. Conclusions Taken together, results of this study demonstrate there is an ongoing need for additional telepractice training programs in speech-language pathology focusing on areas in which students feel least comfortable. Telepractice clinical implications and graduate program training recommendations are discussed.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

Perception of Hearing Loss by Graduate Students of Speech-Language Pathology

2004 ◽  
Vol 31 (Fall) ◽  
pp. 205-214
Author(s):  
Mary Aguila-Vinson ◽  
Jennifer Lister ◽  
Theresa Hnath-Chisolm ◽  
Patricia Blake-Rahter
Keyword(s):  
Hearing Loss ◽  
Graduate Students ◽  
Speech Language Pathology ◽  
Language Pathology
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