South African undergraduate students' perceptions of clinical supervision in speech-language therapy

Clinical training is a cornerstone of speech-language therapy education, bridging theory with practice. Effective clinical supervision is critical for developing students' competence, confidence and professional identity. However, there is limited research on students' perceptions of clinical supervision in resource-constrained settings, such as South Africa.

This study explored student speech-language therapists' perspectives on clinical supervision during placements, identifying both facilitators and barriers to practical learning, with the aim of informing improvements to training quality and professional preparedness.

A qualitative exploratory research design was used, where semi-structured interviews were conducted with third- and fourth-year speech-language therapy students from a South African university. Participants (n = 14) were recruited through purposive sampling and data were analysed thematically.

Students emphasised that consistent supervision, constructive feedback and structured tutorials fostered improved skill development and confidence. Barriers included infrequent supervision, limited resources and unclear expectations. The emotional support provided by supervisors also significantly influenced students' experiences.

Strengthening clinical supervision through structured feedback, resource access and emotionally supportive student-supervisor relationships can improve speech-language therapy students' learning and professional development. These insights have implications for improving supervision frameworks in South Africa's under-resourced clinical training contexts.Contribution: This study provides context-specific insights into speech-language therapy students' lived experiences of clinical supervision, reinforcing the need for equitable, supportive and standardised supervisory practices in South African higher education training settings.