Speech Pathologists’ Perceptions of the Impact of Student Supervision
DOI:
https://doi.org/10.18552/ijpblhsc.v8i2.549Keywords:
clinical education, perception, placement impact, speech pathology, student placementAbstract
Qualitative studies have described clinician perspectives on student placements. These studies highlight likely contributors to placement shortages, but little is documented in speech pathology (SP). This article describes SP clinician perceptions of student impact/s on their clinical and other work tasks, stress levels and time management, and explores factors that may contribute to these perceptions of their experience. Interpretive description was selected to analyse public health sector SP clinician online survey responses. Open-ended questions explored clinician perceptions of student impact on specified components of their work as well as any other aspects clinicians identified. Thirty-four SP clinicians with varying caseloads and experience levels responded. Clinicians perceived that students can positively or negatively impact their clinical and non-clinical activities. Many also identified negative impacts on their stress levels. Some commented on differing impacts for patients and other colleagues. Collective themes of Clinician, Supervision Practices, Workplace, and Student are presented in a model of potential influences on the experience of student impact. SP clinicians perceived that experience of student impact is varied and complex. Influences are likely to be multi-factorial and further research is needed in a range of contexts to guide clinicians, managers and universities in supporting SP student clinical placements.
References
Attrill, S., Lincoln, M., & McAllister, S. (2016). Supervising international students in clinical placements: Perceptions of experiences and factors influencing competency development. BMC Medical Education, 16. Article 180. https://doi.org/10.1186/s12909-016-0702-5
Barton, R., Corban, A., Herrli-Warner, L., McClain, E., Riehle, D., & Tinner, E. (2013). Role strain in occupational therapy fieldwork educators. Work, 44(3), 317–328. https://doi.org/10.3233/WOR-121508
Bhagwat, M., Hewetson, R., Jones, L., Hill, A., Nunn, J., Tosh, R., & Cahill, L. (2018). Comparison of paired and single clinical placement models: a time-use analysis. International Journal of Language & Communication Disorders, 53(3), 468–479. https://doi.org/10.1111/1460-6984.12360
Bourne, E., McAllister, L., Nagarajan, S., & Short, K. (2017, May 28–31). The effect of student competence on speech pathology clinician time use and productivity. A quantitative study in NSW Health. [Paper presentation]. Speech Pathology Australia 2017 National Conference, Sydney, Australia.
Bourne, E., McAllister, L., Nagarajan, S., & Short, K. (2019). The effect of speech-language pathology students on clinician time use and activity. International Journal of Speech-Language Pathology, 21(2), 163–174. https://doi.org/10.1080/17549507.2017.1416175
Bourne, E., Short, K., McAllister, L., & Nagarajan, S. (2019). The quantitative impact of placements on allied health time use and productivity in healthcare facilities: A systematic review with meta-analysis. Focus on Health Professional Education, 20(2), 8–40. https://doi.org/10.11157/fohpe.v20i2.315
Briffa, C., & Porter, J. (2013). A systematic review of the collaborative clinical education model to inform speech-language pathology practice. International Journal of Speech-Language Pathology, 15(6), 564–574. https://doi.org/10.3109/17549507.2013.763290
Cocks, N., Harding, C., & Pritchard, M. (2014). The benefits of a 5-day dysphagia intensive placement. International Journal of Speech-Language Pathology, 16(5), 476–485. https://doi.org/10.3109/17549507.2013.826283
Davies, R., Hanna, E., & Cott, C. (2011). ‘They put you on your toes’: Physical therapists’ perceived benefits from and barriers to supervising students in the clinical setting. Physiotherapy Canada, 63(2), 224–233. https://doi.org/10.3138/ptc.2010-07
Dawes, J. M., & Lambert, P. B. (2010). Practice educators' experiences of supervising two students on allied health practice-based placements. Journal of Allied Health, 39(1), 20–27. https://www.ingentaconnect.com/content/asahp/jah/2010/00000039/00000001/art00006
Delany, C., & Bialocerkowski, A. (2011). Incorporating evidence in clinical education; barriers and opportunities in allied health. The Internet Journal of Allied Health Sciences and Practice, 9(1), 1–16.
Evenson, M. E., Roberts, M., Kaldenberg, J., Barnes, M. A., & Ozelie, R. (2015). National Survey of Fieldwork Educators: Implications for occupational therapy education. American Journal of Occupational Therapy, 69(Supplement_2), 1–5. https://doi.org/10.5014/ajot.2015.019265
Foo, J., Rivers, G., Ilic, D., Evans, D. J. R., Walsh, K., Haines, T., Paynter, S., Morgan, P., Lincke, K., Lambrou, H., Nethercote, A., & Maloney, S. (2017). The economic cost of failure in clinical education: A multi‐perspective analysis. Medical Education, 51(7), 740–754. https://doi.org/10.1111/medu.13266
Francis, A., Hills, C., MacDonald-Wicks, L., Johnston, C., James, D., Surjan, Y., & Warren-Forward, H. (2016). Characteristics of an ideal practice educator: Perspectives from practice educators in diagnostic radiography, nuclear medicine, nutrition and dietetics, occupational therapy and physiotherapy and radiation therapy. Radiography, 22(4), 287–294. https://doi.org/10.1016/j.radi.2016.04.001
Hall, M., Poth, C., Manns, P., & Beaupre, L. (2016). An exploration of Canadian physiotherapists’ decisions about whether to supervise physiotherapy students: Results from a national survey. Physiotherapy Canada, 68(2), 141–148. https://doi.org/10.3138/ptc.2014-88E
Hancock, J. J. (1997). Impact of Speech-Language Pathology Students on Patient Care [Unpublished master’s thesis]. University of Alberta. https://era.library.ualberta.ca/items/7ee450ba-4c6b-4e1f-99c4-95a6df862e3a
Harris, P. A., Taylor, R., Thielke, R., Payne, J., Gonzalez, N., & Conde, J. G. (2009). Research electronic data capture (REDCap) – A metadata-driven methodology and workflow process for providing translational research informatics support. Journal of Biomedical Informatics, 42(2), 377–381. https://doi.org/10.1016/j.jbi.2008.08.010
Higgs, J., & McAllister, L. (2007). Being a clinical educator. Advances in Health Sciences Education, 12, 187–200. https://doi.org/10.1007/s10459-005-5491-2
Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687
Hunt, M. R. (2009). Strengths and challenges in the use of interpretive description: Reflections arising from a study of the moral experience of health professionals in humanitarian work. Qualitative Health Research, 19(9), 1284–1292. https://doi.org/10.1177/1049732309344612
Ingwersen, K., Lyons, N., & Hitch, D. (2017). Perceptions of fieldwork in occupational therapy. The Clinical Teacher, 14(1), 55–59. https://doi.org/10.1111/tct.12518
Johnson, R., Bourne, E., Sheepway, L., & McAllister, L. (2017). Expanding volume and quality of clinical placements: The Capacity Development Facilitation framework in speech-language pathology. Journal of Clinical Practice in Speech Language Pathology, 19(2), 93–99.
Krupnick, W., Brown, K., & Stutz-Tanenbaum, P. (2002). Creating a successful fieldwork experience: The fieldwork experience assessment tool. OT Practice, 7(2), CE 1–8.
Lincoln, M. A., Adamson, B. J., & Cant, R. V. (2001). The importance of managerial competencies for new graduates in speech pathology. Advances in Speech Language Pathology, 3(1), 25–36. https://doi.org/10.3109/14417040109003706
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Sage.
Lloyd, B., Pfeiffer, D., Dominish, J., Heading, G., Schmidt, D., & McCluskey, A. (2014). The New South Wales Allied Health Workplace Learning Study: Barriers and enablers to learning in the workplace. BMC Health Services Research, 14, Article 134. https://doi.org/10.1186/1472-6963-14-134
Maloney, P., Stagnitti, K., & Schoo, A. (2013). Barriers and enablers to clinical fieldwork education in rural public and private allied health practice. Higher Education Research & Development, 32(3), 420–435. https://doi.org/10.1080/07294360.2012.682255
Mancinelli, J. M., & Amster, B. J. (2015). Rethinking clinical education: To keep pace with the demand for SLPs, graduate programs need to increase their capacity. But for that to happen, the rules for clinical education must change. The ASHA Leader, 20(1), 6–7. https://doi.org/10.1044/leader.FMP.20012015.6
McAllister, L. (2001). The experience of being a clinical educator [Unpublished doctoral dissertation]. The University of Sydney. https://ses.library.usyd.edu.au/bitstream/handle/2123/4017/The%20Experience%20of%20Being%20a%20Clinical%20Educator.pdf?sequence=1
McCurtin, A., & Carter, B. (2015). ‘We don't have recipes; we just have loads of ingredients’: Explanations of evidence and clinical decision making by speech and language therapists. Journal of Evaluation in Clinical Practice, 21(6), 1142–1150. https://doi.org/10.1111/jep.12285
Morris, C. (2001). Student supervision: Risky business? International Journal of Language & Communication Disorders, 36(Supplement 1), 156–161. https://doi.org/10.3109/13682820109177876
O’Brien, C. W., Anderson, R., Ayzenberg, B., Chute, P., Farnsworth, T., McLaughlin, R., Romig, B., Samonian, Y., Sample, J., Tynsky, T., Wallace, B., Weinstein, M., & O'Sullivan Maillet, J. (2017). Employers’ viewpoint on clinical education. Journal of Allied Health, 46(3), 131–137. https://www.ingentaconnect.com/content/asahp/jah/2017/00000046/00000003/art00004
Öhman, A., Hägg, K., & Dahlgren, L. (2005). A stimulating, practice-based job facing increased stress – Clinical supervisors’ perceptions of professional role, physiotherapy education and the status of the profession. Advances in Physiotherapy, 7(3), 114–122. https://doi.org/10.1080/14038190510010359
Read, J. (2014). The future of clinical education in speech and language therapy. International Journal of Therapy and Rehabilitation, 21(11), 506–507. https://doi.org/10.12968/ijtr.2014.21.11.506
Ryan, C., & McAllister, M. (2018). The experiences of clinical facilitators working with nursing students in Australia: An interpretive description. Collegian, 26(2), 281–287. https://doi.org/10.1016/j.colegn.2018.07.005
Sevenhuysen, S. L., & Haines, T. (2011). The slave of duty: Why clinical educators across the continuum of care provide clinical education in physiotherapy. Hong Kong Physiotherapy Journal, 29(2), 64–70. https://doi.org/10.1016/j.hkpj.2011.06.002
Thomasz, T., & Young, D. (2016). Speech pathology and occupational therapy students participating in placements where their supervisor works in a dual role. Australian Journal of Rural Health, 24(1), 36–40. https://doi.org/10.1111/ajr.12238
Thorne, S. E. (2016). Interpretive description: Qualitative research for applied practice (2nd ed.) Routledge. https://doi.org/10.4324/9781315545196
Thorne, S., Kirkham, S. R., & O’Flynn-Magee, K. (2004). The analytic challenge in interpretive description. International Journal of Qualitative Methods, 3(1), 1–11. https://doi.org/10.1177/160940690400300101
Triggs Nemshick, M., & Shepard, K. F. (1996). Physical therapy clinical education in a 2:1 student-instructor education model. Physical Therapy, 76(9), 968–981. https://doi.org/10.1093/ptj/76.9.968
Varland, J., Cardell, E., Koski, J., & McFadden, M. (2017). Factors influencing occupational therapists' decision to supervise fieldwork students. Occupational Therapy in Health Care, 31(3), 238–254. https://doi.org/10.1080/07380577.2017.1328631
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons License "Attribution-NonCommercial No Derivs 4.0 International" (CC BY-NC-ND 4.0) which permits others to use the publication as long as the authors are appropriately cited.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The Author grants to Coventry University an irrevocable, royalty-free, worldwide, non-exclusive licence to publish this article in this journal in addition to the licence granted at paragraph 1 of this copyright notice.