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Students' perceived supervisory needs.

S Dowling, J Wittkopp

    Journal of Communication Disorders
    |July 1, 1982
    PubMed
    Summary
    This summary is machine-generated.

    Speech-language pathology students

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    Area of Science:

    • Speech-language pathology education
    • Clinical supervision
    • Professional development

    Background:

    • Supervision is crucial for speech-language pathology (SLP) students' clinical training.
    • Understanding student perceptions of supervision can enhance training programs.
    • Existing research may not fully capture the nuances of SLP student supervisory needs.

    Purpose of the Study:

    • To assess the perceived supervisory needs of speech-language pathology students.
    • To identify factors influencing student perceptions of supervisory practices.
    • To inform improvements in clinical supervision within SLP training programs.

    Main Methods:

    • A 43-item questionnaire was administered to 191 speech-language pathology students across six Michigan universities.

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  • Participants were selected based on academic status, university, and earned clinical clock hours.
  • Data were analyzed to compare perceptions based on demographic and experiential factors.

    • Main Results:

    • Student perceptions of supervisory practices varied significantly based on earned clinical clock hours and training site.
    • No significant differences in perceptions were found between undergraduate and graduate students.
    • Specific areas of supervisory needs included lesson plan and report writing, observation, conferencing, professional responsibility, and general practices.

    Conclusions:

    • Clinical clock hours and training location are significant factors in how speech-language pathology students perceive supervision.
    • Training programs should consider these variables to tailor supervisory experiences.
    • Further research could explore specific interventions to address identified perceptual differences.