Placement Models and Approaches to Supervision - ClinEdAus
Placement models and approaches to supervision in clinical education Clinical educators need to consider the range of placement options that are available when deciding to offer a clinical education placement. You need to think about your specific work context and decide what type of placement structure and approach is most appropriate.
Strategies for Clinical Teaching Joanne E. Schupbach Practice Management and Professional Issues Professional Issues 6944
Editor's note: This text-based course is a written transcript of the live seminar, "Strategies for Clinical Teaching," presented by Joanne Schupbach, M.S., M.A., Manager Audiology Clinical Education, Assistant Professor, Rush University Medical Center. The course handout is available here (PDF) - it is recommended to download the course handout prior to reading the text course. In my role here at the university, my interests have focused on clinical education including clinical teaching, supervision and mentorship.
Focusing in on Tele-supervision
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Cultural Competence: Key Issues
Roles and Responsibilities Professional competence requires that audiologists and SLPs practice in a manner that considers the impact of cultural variables as well as language exposure and acquisition on their clients/patients and their family. ASHA-certified practitioners have met rigorous academic and professional standards, including knowledge of cultural variables and how they may influence communication. See ASHA's Scopes of Practice in Audiology and Speech Language Pathology as well as Audiology Certification Standards and Speech-Language Pathology Certification Standards. Clinicians are responsible for providing competent services, including cultural responsiveness to clients/patients/families during all clinical interaction. Responsiveness to the cultural and linguistic differences that affect identification, assessment, treatment, and management includes the following:
7 Steps for Onboarding a Therapist into clinical supervision — Family Therapy Basics
Clinical supervisors are lifelines for therapists. As a newly graduated therapist seeking licensure, my supervisors guided me in theory, practice, self-of-the-therapist matters, and more. I not only felt competent once I received my license, I felt confident. I decided to become an AAMFT-Approved supervisor, and a supervisor for supervisors, because of the mentoring and valuable direction I received as a supervisee.
Cultural Competence
Roles and Responsibilities Professional competence requires that audiologists and SLPs practice in a manner that considers the impact of cultural variables as well as language exposure and acquisition on their clients/patients and their family. ASHA-certified practitioners have met rigorous academic and professional standards, including knowledge of cultural variables and how they may influence communication.
Issues in Ethics: Supervision of Student Clinicians
About This Document Published 2017. This Issues in Ethics statement is a revision of Supervision of Student Clinicians (originally published in 2003 and revised in 2010).
Mistakes to Avoid as a New Clinical Supervisor
Expanding your career as a therapist into one that includes providing clinical supervision is an exciting change! Supervision offers variety for your day, allows you to mentor others, can be highly rewarding, and gives you a chance to share the wisdom and experience you’ve acquired over the years. However, jumping into clinical supervision without preparation is, honestly, foolish. Here are a few mistakes to avoid when taking on your first supervisees. Using counseling skills for supervision You definitely will use some counseling skills during supervision, but they shouldn’t be ALL you use.
Inside Patient Care - 10 Preceptor Qualities That Create a Great Learning Environment
The richness of experiential education derives from the diversity and uniqueness of each practice setting. This same diversity presents challenges in delivery of the educational experience. Added to the complexity are differences in student content knowledge and skill set, readiness for practice, attitude, and motivation. Nonetheless, there are a number of best practices that can be universally employed to ensure that both preceptor and student alike benefit from a positive experience. The following is a list of the top 10 approaches that can be used by community pharmacy preceptors to increase the odds of providing a rotation experience that is worthwhile and satisfying.
Knowledge and Skills Needed by Speech-Language Pathologists Providing Clinical Supervision
Ad Hoc Committee on Supervision in Speech-Language Pathology About this Document This knowledge and skills document is an official statement of the American Speech-Language-Hearing Association (ASHA).
Knowledge and Skills Needed by Speech-Language Pathologists Providing Clinical Supervision
Ad Hoc Committee on Supervision in Speech-Language Pathology About this Document This knowledge and skills document is an official statement of the American Speech-Language-Hearing Association (ASHA). This knowledge and skills statement was developed by the Ad Hoc Committee on Supervision. Members of the committee were Lisa O'Connor (chair), Christine Baron, Thalia Coleman, Barbara Conrad, Wren Newman, Kathy Panther, and Janet E. Brown (ex officio).
An evidence-based guide to clinical instruction in audiology
Background: A significant portion of the AuD curriculum occurs in clinical settings outside the classroom. Expert clinicians, employed within and outside of the university, are called upon to provide this clinical education. Most have had little or no formal training in clinical teaching yet face pedagogical and logistical challenges when simultaneously providing clinical service and teaching. Training to provide optimal methods and approaches to clinical instruction should be based on research evidence; however, there is a paucity of research in this area within the audiology discipline. Purpose: This article provides a review of literature supplying evidence for important concepts, elements, and approaches to the clinical instruction process. Additionally, we provide readers with some practical tools with which to facilitate application of optimal clinical teaching principles.
Clinical Education and Supervision: Key Issues
Preparation for the Clinical Educator According to the ASHA Ad Hoc Committee on Supervision's Final Report on Knowledge, Skills and Training Consideration for Individuals Serving as Supervisors [PDF] (ASHA, 2013c): A prevailing philosophy suggests that competency in clinical service delivery translates into effective clinical supervision. However, leaders in education have long argued that this is a flawed assumption and that effective supervision requires a unique set of knowledge and skills. The Ad Hoc Committee acknowledges that supervision is a distinct area of practice and, as in other distinct areas, individuals must receive training to gain competence before engaging in the activity.
Self Assessment: How to Learn About Yourself
When you are trying to choose a career, there are two things you should do that will help you make a better, and well-informed, decision. First, you have to learn about yourself. Then, you have to explore careers that might be a good fit based on what you have learned. These are Steps One and Two of the Career Planning Process. If you go online, you will be able to find a wealth of information about any career that comes to mind, but learning about yourself will take a lot more effort. You will have to do what is known as a self-assessment.
