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Related Experiment Videos

Student supervision: risky business?

C Morris1

  • 1Institute of Education, University of London, 20 Bedford Way, London WC1H OAL.

International Journal of Language & Communication Disorders
|May 9, 2001
PubMed
Summary
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Supervising speech and language therapy students involves risks to clients, students, and services. Clinicians perceive these risks and employ various management strategies in response to National Health Service reforms.

Area of Science:

  • Health Services Research
  • Allied Health Professions
  • Clinical Education

Background:

  • Recent National Health Service (NHS) reforms have significantly altered skill-mix and work organization for speech and language therapists (SLTs).
  • These organizational changes have profound implications for both macro and micro levels of student training.
  • Student supervision in this evolving healthcare landscape is increasingly viewed as a high-risk activity.

Purpose of the Study:

  • To explore clinicians' perceptions and attitudes regarding the risks associated with delegating clinical work to speech and language therapy students.
  • To understand how clinicians navigate and manage these perceived risks within the context of NHS reforms.

Main Methods:

  • A qualitative inquiry was conducted using theoretical sampling to select six experienced clinicians for in-depth interviews.

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  • Thematic analysis was applied to transcribed interview data to identify key themes related to risk perception and management.
  • Risks were examined from psychological, behavioral, medical, and structural viewpoints.

    • Main Results:

    • Clinicians identified a range of risks impacting clients, students, and the healthcare service.
    • Psychological, behavioral, medical, and structural factors contribute to the perceived risks of student supervision.
    • Various approaches to risk tolerance and risk management were described by the participating clinicians.

    Conclusions:

    • Student supervision in speech and language therapy is perceived as inherently risky, influenced by broader healthcare system changes.
    • Effective risk management strategies are crucial for ensuring safe and quality clinical education for future SLTs.
    • Further research into risk mitigation and supportive structures for clinical educators is warranted.