Embed Size (px)
Citation preview
Sacred Heart University
From the SelectedWorks of Cristina Pino
2017
SLP 504 Clinical Practicum II Syllabus.docxCristina Pino, Sacred Heart University
Available at: https://works.bepress.com/cristina-pino/2/
SLP 504 Clinical Practicum II Instructors: Jill Douglass, PhD., CCC/SLP Phone: (504) 338 8614 (mobile) E-mail: [email protected] Office: 2-E-20 Cambridge, CHP Office hours: Mondays 1-3pm, Tuesdays 10-12pm, Fridays 1-3pm or by appointment Ellen Massucci, M.A., CCC-SLP Phone: (203) 365-4505 Email: [email protected] Office: 2-E-10 Cambridge, CHP Office Hours: Monday 1-4pm, Wednesday 11am-2pm, or by appointment Cristina Pino, M.A., CCC-SLP Phone: (203) 416-3947 (office) Email: [email protected] Office: 2-E-14 Cambridge, CHP Office Hours: Monday 2-4pm, Tuesday 11am-2pm, Wednesday 1:45-2:45pm or by appointment Taryn Rogers, M.A., CCC-SLP Phone: (203) 365-4504 Email: [email protected] Office: 2-E-07, Cambridge, CHP Office Hours: Tuesday 2-4pm, Wednesday 1-3pm, Thursday 12-2pm or by appointment Place of Course in Program: The purpose of this course is to provide students with guided fieldwork experience in the screening, evaluation and treatment of swallowing, cognitive, and language disorders in adults and/or screening, evaluation and treatment of speech and language disorders in children (based on previous clinical experience in SLP 502). This course represents the graduate student’s second clinical practicum placement and is a primary level practicum. Expectations, level of supervision, and other course requirements will be commensurate with the student’s level of experience. Co-requisite: SLP 503: Practicum Seminar II. Course Description: Students will be placed in practicum sites two to three half days per week for the duration of the semester, with assigned clinical educators. The format of the practicum will vary depending upon the available practicum sites. The ultimate goal is to provide each student with a positive, structured, and closely supervised adult or child therapeutic interaction that is mutually beneficial for both the student and the client.
Course Schedule: Week 1-2: Orientation to Clinical Assignments and Supervisory Meetings To be determined by direct clinical educator Week 3-7: Participation in direct clinical activities and contact hours as assigned Week of February 27: Midterm Meetings Friday, March 3: CALIPSO midterm due Weeks 8-13: Participation in direct clinical activities and contact hours as assigned March 6-10: No Clinic (University Spring Break) April 14 & 17: No Clinic (Easter Break) Week 14-15: Final meetings and evaluation; Final Grades Due Friday, April 28: Last Day of Clinic Week of May 1: Schedule Final Meetings with students Friday, May 5: CALIPSO Final Due and Grades Due
Course Objectives:
Learning Outcomes
Upon completion of this
course, given appropriate
level of guidance and
supervision for an
intermediate to advanced
level clinical practicum,
students will be able to:
Meets
ASHA
CFCC
Standard
Meets CHP
Learning
Objective
Meets CT SDE
CCT Standard
Assignments Assessment
Conduct screening and
prevention procedures, as
appropriate to setting
V-B
Evaluation:
1a
CHP 4:
Demonstrate
knowledge, skills,
attitudes, values of
professional
behaviors that will
lead to success in
future health care
practice.
Domain 1: Content
and Essential Skills
Clinical fieldwork;
planning and
debriefing
sessions; clinical
documentation
Self-reflection form;
midterm and final
evaluations
Collect case history
information and integrate
information from relevant
others
V-B
Evaluation:
1b
CHP 4:
Demonstrate
knowledge, skills,
attitudes, values of
professional
behaviors that will
lead to success in
Domain 1: Content
and Essential Skills
Clinical fieldwork;
planning and
debriefing
sessions; clinical
documentation
Self-reflection form;
midterm and final
evaluations
future health care
practice.
Select and administer
appropriate evaluation
procedures including
standardized and
nonstandardized assessments
and instrumental procedures
V-B
Evaluation:
1c
CHP 4:
Demonstrate
knowledge, skills,
attitudes, values of
professional
behaviors that will
lead to success in
future health care
practice.
Domain 5.
Assessment for
Learning
Clinical fieldwork;
planning and
debriefing
sessions; clinical
documentation
Self-reflection form;
midterm and final
evaluations
Adapt evaluation procedures
to meet client needs
V-B
Evaluation:
1d
CHP 4:
Demonstrate
knowledge, skills,
attitudes, values of
professional
behaviors that will
lead to success in
future health care
practice.
Domain 5.
Assessment for
Learning
Clinical fieldwork;
planning and
debriefing
sessions; clinical
documentation
Self-reflection form;
midterm and final
evaluations
Interpret, integrate and
synthesize all information to
develop diagnoses and make
appropriate recommendations
for intervention
V-B
Evaluation:
1e
CHP 2: Apply
critical thinking and
problem-solving
skills
Domain 3. Planning
for active learning
Clinical fieldwork;
planning and
debriefing
sessions; clinical
documentation
Self-reflection form;
midterm and final
evaluations
Complete administrative
functions and documentation
V-B
Evaluation
&
CHP 4:
Demonstrate
knowledge, skills,
attitudes, values of
Domain 6. Planning
for Active Learning
Clinical fieldwork;
planning and
debriefing
Self-reflection form;
midterm and final
evaluations
necessary to support
evaluation and treatment
Treatment:
1f, 2f
professional
behaviors that will
lead to success in
future health care
practice.
sessions; clinical
documentation
Refer clients/patients for
appropriate services
V-B
Evaluation
&
Treatment:
1g, 2g
CHP 7:
Demonstrate
readiness for inter-
professional
collaboration for the
benefit of
individuals and
society
Domain 6.
Professional
Responsibilities
and Teacher
Leadership
Clinical fieldwork;
planning and
debriefing
sessions; clinical
documentation
Self-reflection form;
midterm and final
evaluations
Develop appropriate
intervention plans with
measurable and achievable
goals that meet
clients’/patients’ needs.
V-B
Treatment:
2a
CHP 4:
Demonstrate
knowledge, skills,
attitudes, values of
professional
behaviors that will
lead to success in
future health care
practice.
Domain 3. Planning
for Active Learning
Clinical fieldwork;
planning and
debriefing
sessions; clinical
documentation
Self-reflection form;
midterm and final
evaluations
Implement intervention plans V-B
Treatment:
2b
CHP 4:
Demonstrate
knowledge, skills,
attitudes, values of
professional
behaviors that will
lead to success in
Domain 4.
Instruction for
Active Learnings
Clinical fieldwork;
planning and
debriefing
sessions; clinical
documentation
Self-reflection form;
midterm and final
evaluations
future health care
practice.
Select or develop and use
appropriate
materials/instrumentation for
intervention
V-B
Treatment:
2c
CHP 4:
Demonstrate
knowledge, skills,
attitudes, values of
professional
behaviors that will
lead to success in
future health care
practice.
Domain 4.
Instruction for
Active Learnings
Clinical fieldwork;
planning and
debriefing
sessions; clinical
documentation
Self-reflection form;
midterm and final
evaluations
Measure and evaluate client’s
performance and progress
V-B
Treatment:
2d
CHP 4:
Demonstrate
knowledge, skills,
attitudes, values of
professional
behaviors that will
lead to success in
future health care
practice.
Domain 4.
Assessment for
Learning
Clinical fieldwork;
planning and
debriefing
sessions; clinical
documentation
Self-reflection form;
midterm and final
evaluations
Modify intervention plans,
strategies, materials, etc. as
appropriate to meet needs of
client/patient
V-B
Treatment:
2e
CHP 2: Apply
critical thinking and
problem-solving
skills
Domain 5.
Assessment for
Learning
Clinical fieldwork;
planning and
debriefing
sessions; clinical
documentation
Self-reflection form;
midterm and final
evaluations
Communicate effectively
(recognizing the needs,
values, preferred mode of
communication, and
V-B
Interaction
CHP 5:
Communicate and
collaborate
effectively and
Domain 6.
Professional
Responsibilities
Clinical fieldwork;
planning and
debriefing
Self-reflection form;
midterm and final
evaluations
cultural/linguistic background
of the client, family,
caregivers) with client, family
and team
& Personal
Qualities: 3a
appropriately in a
variety of cultural
contexts.
and Teacher
Leadership
sessions; clinical
documentation
Collaborate with other
professionals in case
management, as appropriate
V-B
Interaction
& Personal
Qualities: 3b
CHP 7:
Demonstrate
readiness for inter-
professional
collaboration for the
benefit of
individuals and
society
Domain 6.
Professional
Responsibilities
and Teacher
Leadership
Clinical fieldwork;
planning and
debriefing
sessions; clinical
documentation
Self-reflection form;
midterm and final
evaluations
Provide counseling regarding
communication and
swallowing disorders to client,
family, and caregivers
V-B
Interaction
& Personal
Qualities: 3c
CHP 5:
Communicate and
collaborate
effectively and
appropriately in a
variety of cultural
contexts.
Domain 6.
Professional
Responsibilities
and Teacher
Leadership
Clinical fieldwork;
planning and
debriefing
sessions; clinical
documentation
Self-reflection form;
midterm and final
evaluations
Adhere to ASHA Code of
Ethics and demonstrate
professional behavior
V-B
Interaction
& Personal
Qualities: 3d
CHP 1: Apply
ethical principles in
approaches to
learning, research,
and practice.
Domain 6.
Professional
Responsibilities
and Teacher
Leadership
Clinical fieldwork;
planning and
debriefing
sessions; clinical
documentation
Self-reflection form;
midterm and final
evaluations
Demonstrate integration of
research principles into
evidence-based clinical
practice
IV-F
Knowledge
and
CHP 3: Engage in
evidence-based
practice through
use of relevant
information
Domain 1. Content
and Essential Skills
Clinical fieldwork;
planning and
debriefing
Self-reflection form;
midterm and final
evaluations
Integration
of Research
technology and
analysis of
professional
literature.
sessions; clinical
documentation
Demonstrate appropriate
preparedness, interaction, and
personal qualities for clinical
practice
V-B
Interaction
& Personal
Qualities
CHP 4.
Demonstrate
knowledge, skills,
attitudes, and
values of
professional
behaviors that will
lead to success in
future health care
practice.
Domain 6.
Professional
Responsibilities
and Teacher
Leadership
Clinical fieldwork;
planning and
debriefing
sessions; clinical
documentation
Self-reflection form;
midterm and final
evaluations
Supervisory Process and Meetings: At the beginning of placement, all students will meet with their SHU Clinical Educator (CE) to discuss practicum and supervisor/supervisee expectations. Students will provide their CE with a Clinical Affiliation Student Worksheet (see SHU Clinical Manual) and Supervisory Needs Assessment. The SHU SLP Program supports the Anderson Continuum Model of Supervision (Anderson, J. L. (1988). The supervisory process in speech language pathology and audiology. Austin, TX: Pro-Ed.) Students and CEs should review this model.
Students will attend a weekly planning/debriefing session with their CE. These sessions will be scheduled directly by the CE with the students, and may occur at the practicum site, at SHU, or an alternative site agreed upon. Feedback will be specific and provided both verbally and written as appropriate. Students and CEs will also schedule a midterm and final evaluation meeting. Clinical Documentation: Students must complete a daily or weekly session plan, using the session plan template located on the course Blackboard site or as determined appropriate by the CE. Plans are to be submitted to the CE, according to the CE’s instructions, to allow time for to review the session plan and provide feedback as needed. Students must complete a weekly SOAP note, using the SOAP note template located on the course Blackboard site. SOAP notes are to be submitted to their CE for approval, according to the CE’s instructions. Unless otherwise instructed by the CE, all clinical documentation should be submitted within 24 hours of time of service. Clinical Activities: Students will participate in evaluation, treatment, prevention, screening, counseling, and other clinical activities as appropriate. Level of supervision will depend on student clinical experience and site’s policies/regulations; however, students must be supervised at least 25% of the time per ASHA requirements. Assignments: Students must complete self-reflection form, using the self-reflection form template located on the course Blackboard site or as otherwise instructed by their CE. Reflection forms are to be submitted to their SHU CE liaison via Blackboard by the following dates by 8am: 2/10, 3/3, 3/31, 4/21 or as directed by their CE. A rubric will be used to score each reflection (Appendix B). Students will receive a score of 0 for any late submissions, no exceptions. Clock Hours: Students will submit earned clinical clock hours in CALIPSO on at least a weekly basis or as directed by their CE. Attendance: Students are to abide by either the SHU SLP Attendance Policy as described at the end of this syllabus. Professionalism: Students are to abide by all policies regarding professionalism as stated in the SHU SLP Clinical Manual which include dress code, arrival, email etiquette, cell phone use, etc. Students are to familiarize his/herself with the Professional Behaviors Rating Scale (see Clinical Manual) regarding expected behaviors. The PBRS will be utilized as needed at the discretion of the CE. Clinical Portfolio: Students should maintain de-identified samples of assessments, evaluation forms, SOAP notes, treatment plans, reflective papers, clinical supervision forms, progress monitoring information and other relevant information for selected clinical experience, to be
used as part of the Capstone project during the spring semester of the second year of the program. End of Semester Student Documentation: At the end of the semester, students will complete a CALIPSO self-evaluation, CALIPSO supervisor evaluation, and a SHU course evaluation.
Grading:
1) CEs will complete a midterm and final clinical skills evaluation in the CALIPSO online-
system (Appendix A) by the required deadlines. The Clinical Skills Performance Rating
Scale (Appendix B) will be used to score the student in the appropriate ASHA Big 9
clinical areas. A detailed clinical skills rubric, based on graduate student semester, is
available in both the SHU Clinical Manual and online at
http://www.sacredheart.edu/academics/collegeofhealthprofessions/academicprograms/s
peech-languagepathology/graduateprogram/
2) CEs will grade self-reflection assignments via rubric.
Assignments Percentage of Final Grade
Average of self-reflection scores* (Appendix
B)
20%
CALIPSO Clinical Skills Final Evaluation
Score** (Appendix A) – may include weighted
final evaluation scores from multiple clinical
experiences if applicable
80%
* For Self-Reflection – Please note that Students will receive a score of 0 for any late
submissions, no exceptions.
**If student has more than one practicum site assignment (i.e., participation in additional graded
clinical activities beyond primary practicum assignment), the final score for each clinical
assignment will be weighted based on number of direct clinical hours accumulated in each site
per the CALIPSO system.
SHU Grade Criteria:
Letter Grade Grade Range Skill Rating Grade Points Reflection Avg
A 93-100 4.0-5.0 4.0 17.6.-20
A- 90-92 3.66-3.99 3.67 15.1-17.5
B+ 87-89 3.35-3.65 3.33 12.6-15
B 83-86 3.04-3.34 3.00 10.1-12.5
B- 80-82 2.73-3.03 2.67 7.6-10
C+ 77-79 2.42-2.72 2.33 5.1-7.5
C 73-76 2.11-2.41 2.00 2.6-5
F 0-72 1.0-2.10 0 0-2.5
Example for Grading:
Average of Weekly Self-Reflection Scores
20%
Self Reflection Score Total/Number of weeks = 245/14 = 17.5
GP = 3.67 X .20 = .73
CALIPSO Final Evaluation Score (see
Appendix A) 80%
3.37 CALIPSO Skill rating
GP = 3.33 x .80 = 2.66
2.66+0.73 = 3.39 GP
Student would earn a B+ for the course
Course Policies
Academic Honesty: A standard of honesty, fairly applied to all students, is essential to a learning environment. Students abridging a standard of honesty must accept the consequences; penalties are assessed by appropriate classroom instructors or other designated people. Serious cases may result in discipline at the college or University level and may result in suspension or dismissal. Dismissal from a college for academic dishonesty, constitutes dismissal from the University.(University Student Handbook). Plagiarism. Plagiarism means that the work you are turning in is not your own, such as using a paper obtained from the internet as your own, failure to cite material used or quoted, working/consulting with your peers to complete work unless otherwise instructed, or cutting and pasting together work from sources not written by you. Plagiarism is unacceptable for graduate work. All cases of plagiarism will be addressed, initially, between the student and Instructor. If the Instructor believes the violation to warrant it, a formal Report on Violation of Academic Integrity will be submitted to the Dean of the College, who will rule on the consequences. If you have any questions or doubts regarding plagiarism, please ask the faculty. It is your responsibility to ensure that no cases of plagiarism are found in your work. Since it will not be possible to determine whether plagiarism is intentional or unintentional, all instances will be treated the same way. Any submission of work taken directly from another source (e.g. copied
from a book, the internet, or material developed by another student) will be considered plagiarism and grounds for no credit on the assignment. Students are encouraged, however, to use a variety of resources in obtaining ideas and illustrations that will help them complete assignments independently. All students are expected to be familiar with the information on plagiarism in in the SHU SLP Student Manual, Appendix 14, and adhere to these guidelines. Attendance, Tardiness, and Class Participation policies are stated in the SHU SLP Student Handbook:
• Students are expected to attend, arrive on time, come prepared having read and completed all assigned reading and other work, and participate in scheduled activities, both the regularly scheduled class time and scheduled Problem-Based Learning sessions (Tuesdays, 5-6:30).
• More than one unexcused absence from class or PBL will impact the student’s grade.
• Absences due to illness. One excused absence will be granted due to illness per semester, with a doctor’s note documenting that the student was too ill to attend class. This note must be provided on the next scheduled day of class or practicum. If a note is not provided, the absence will be considered unexcused.
• For each unexcused absence beyond one, the student’s overall final grade will be decreased by 5%.
• If a student has three or more absences (excused or unexcused) over the course of a single semester, the student may receive a grade of F for the course, may be unable to advance to the next level of practicum, and will be at risk for losing their place in the graduate program. Students are expected to arrive on time to class. For classes lasting less than 1.5 hours,
arriving between the class start time and 15 minutes is considered tardy. Arrival after 15
minutes will be considered absent. For classes between 1.5 and 3 hours, arriving up to
30 minutes after class start is tardy; after 30 minutes is absent.
• Tardy arrivals to class, beyond twice, will result in a 1% deduction of the student’s overall grade per tardy arrival.
• In the case of a severe or chronic illness on the part of a student or their dependent over the course of a semester, notify the Program Director and the Directory of Clinical Education (DCE) as soon as possible, to determine if accommodations can be made or if a leave of absence from the program will be required. Failure to notify the Program Director and DCE in a timely manner may result in unexcused absences being counted against the student’s grade.
• Absence or tardiness related to illness or other emergency situation should be discussed with the course instructor as soon as possible. Documentation from a physician will be required for more than one day of absence due to illness, and other types documentation may be required for absences or late arrivals due to reasons other than illness.
• In the event of absence or lateness, it is the responsibility of the student to obtain and learn missed materials from another student or from the instructor.
• In the event of an illness or emergency causing the student to miss an exam or quiz, the student must provide documentation of illness or other emergency. It is the student’s responsibility to provide the professor with an MD note from their doctor or copy of Discharge Summary from Student Health Services, and to contact the instructor within 24 hours order to make arrangements for a rescheduling the exam or quiz. instructor has total discretion if and when a missed exam or quiz will be rescheduled.
• Unexcused absences from an examination may result in a failing grade for that exam.
Multitasking. Students are expected to attend fully to class lectures, activities, student presentations, and interactive group assignments. Although computers (and phones, only with instructor permission) may be used to search for resources during class time, this can only occur with instructor permission. At all other times, computers are to be used ONLY for taking notes on class activities. Use of social media or commercial websites is strictly forbidden during class time. Work on classes other than the current one is also strictly forbidden. Infractions of these rules may result in disciplinary action. Although students may use computers to take notes, they should be aware of research that demonstrates that students who take handwritten notes perform better on academic assessments than those who use computers for note-taking (Mueller & Oppenheimer, 2014). Handwritten note-taking is highly recommended. Students must seek the instructor's permission to record class lectures, as per University policy.
Conduct consistent with professional standards is required of all students in class, and anywhere on the SHU campus or when serving as a representative of SHU in practica or any other setting. All typed assignments completed outside of class must be double-spaced, using Times, Times New Roman, or Arial font. All font sizes for typed assignments must be size 11-12. Any font size less than 11 or larger than 12 will be returned for re-typing to required font size. All submitted work must be correct in mechanics (e.g. spelling, grammar, word choice, punctuation, etc.). Points will be deducted for inadequate work. APA style is required for written papers, including table, figure, and graph formats, references and citations, and appropriate professional language use. Use people-first language in ALL work, to be consistent with IDEA. Emphasize the person more than the disability (i.e., a child with Down syndrome, NOT a Down syndrome child). Student work will be returned as promptly as possible. All assigned work is due at the beginning of class on the due date designated in the course syllabus. Work submitted late will receive an automatic 5-point reduction from the earned grade. Students are encouraged to submit all assignments on time. Competency. In this course, your knowledge will be assessed on the appropriate portions of the exams, or other assignments. Competency of 80% or better on these assessments is necessary to meet certification standards of the Council for Clinical Certification in Audiology and Speech-Language Pathology. Students failing to attain the set criteria on a required competency assessment will be provided a remediation plan and an additional attempt to pass the competency. If students do not pass the competency a second time, one additional remediation will be provided. For students failing to attain the set criteria on a required competency assessment after the third attempt, the department and university are not able to recommend their application for ASHA certification and state licensure, even though they may receive an acceptable course/clinic grade or exceed the minimum GPA. ADA Policy. Students with disabilities needing academic accommodation should register with and provide documentation to Jandersevits Learning Center; no accommodations can be provided without written instructions from the Learning Center.
Mueller, P. & Oppenheimer, D. (2014). The pen is mightier than the keyboard: Advantages of
longhand over laptop note taking. Psychological Science, 25, 1159-1168.
doi:10.1177/0956797614524581
Appendix A
Evaluation of Student in Clinical Practicum
Assessment Criteria
Clinical Skills Evaluation
Evaluation Skills Articulation Fluency Voice Language Swallowing Cognition Social Aspects
Communication Modalities
Refer to Performance Rating Scale below and place number corresponding to skill level in every observed box.
1. Conducts screening and prevention procedures (Std. VB1a).
2. Performs chart review and collects case history from interviewing patient and/or relevant others (Std. VB1b).
3. Selects appropriate evaluation instruments/procedures (Std. VB1c).
4. Administers and scores diagnostic tests correctly (Std. VB1f).
5. Adapts evaluation procedures to meet patient needs (Std. VB1 d).
6. Possesses knowledge if etiologies and characteristics for each communication and swallowing disorder (Std. IVB, IVC).
7. Interprets and formulates diagnosis from test results, history, and other behavioral observations (Std VB1e).
8. Makes appropriate recommendations for intervention (Std VB1e).
9. Completes administrative functions and documentation necessary (Std VB, 1f).
10. Makes appropriate recommendations for patient referrals (Std VB1g).
Score Totals:
Total number of items scored:____ Total number of points:___
Section Average:___
Comments:
Treatment Skills Articulation Fluency Voice Language Swallowing Cognition Social Aspects
Communication Modalities
Refer to Performance Rating Scale below and place number corresponding to skill level in every observed box.
1. Develops appropriate treatment plans with measurable and achievable goals, Collaborates with clients/patients and relevant others in the planning process (Std IVB, IVCC, Std VB2a).
2. Implements treatment plans (Std VB2b).
3. Selects and uses appropriate materials. Instrumentation (Std VB2c).
4. Sequences task to meet objectives. (Std VB2c).
5. Provides appropriate introduction/explanation of tasks (Std VB2e).
6. Measures and evaluates patients’ performance and progress (Std VB 2d).
7. Uses appropriate models, prompts, or cues. Allows time for patient response. (Std VB2e)
8. Adapts treatment session to meet individuals patient needs (Std VB 2e).
9. Completes administrative function and documentation necessary to support treatment (Std VB 2f).
10. Identifies and refers patients for services as appropriate (Std VB 2g).
Score Totals:
Total number of items scored:____ Total number of points:___
Section Average:___
Comments:
Preparedness, Interaction, and Personal Qualities
Refer to Performance Rating Scale below and place
number corresponding to skill level in every observed
box.
1. Possesses foundation for basic human communication and swallowing processes (std
III-B).
2. Possesses the knowledge to integrate research principles into evidence-based clinical
practice (std III-F).
3. Possesses knowledge of contemporary professional issues and advocacy (std III-G).
4. Communicates effectively, recognizing the needs, values, preferred mode of
communication, and cultural/linguistic background of the patient, family, caregiver, and
relevant others (std IV-G, 3a).
5. Establishes rapport and shows sensitivity to the needs of the patient.
6. Uses appropriate rate, pitch, and volume when interacting with patients or others.
7. Provides counseling and supportive guidance regarding communication and
swallowing disorders to patients, family, caregivers, and relevant others (std IV-G, 3c).
8. Collaborates with other professionals in case management (std IV-G, 3b).
9. Displays effective oral communication with patient, family, or other professionals (std
IV-B).
10. Displays effective written communication for all professional correspondence (std IV-
B).
11. Adheres to the ASHA Code of Ethics and conducts him or herself in a professional,
ethical manner (std III-E, IV-G, 3d).
12. Assumes a professional level of responsibility and initiative in completing all
requirements.
13. Demonstrates openness and responsiveness to clinical supervision and suggestions.
14. Personal appearance is professional and appropriate for the clinical setting.
15. Displays organization and preparedness for all clinical sessions.
Total number of items scored:____ Total number of points:___ Section Average:___
Comments:
Performance Rating Scale
1 Skill Set Absent: Skill not evident most of the time. Student requires direct instruction to modify behavior and is unaware of need to change. Supervisor must model behavior and implement the skill required for client to receive optimal care. Supervisor provides numerous instructions and frequent modeling. (skill is present <25% of the time).
2 Skill Set Emerging: Skill is emerging, but is inconsistent or inadequate. Student shows awareness of need to change behavior with supervisor input. Supervisor frequently provides instructions and support for all aspects of case management and services. (skill is present 26-50% of the time).
3 Skill Set Evident with Appropriate Level of Supervision: Skill is present and needs further development, refinement or consistency. Student is aware of need to modify behavior, but does not do this independently. Supervisor provides on-going monitoring and feedback; focuses on increasing student’s critical thinking on how/when to improve skill. (skill is present 51-75% of the time).
4 Demonstrates Skill Set Independently: Skill is developed/implemented most of the time and needs continued refinement or consistency. Student is aware and can modify behavior in-session, and can self-evaluate. Problem-solving is independent. Supervisor acts as a collaborator to plan and suggest possible alternatives (skill is present 76-90% of the time).
5 Clinical Fellowship Ready: Skill is consistent and well developed. Student can modify own behavior as needed and is an independent problem-solver. Student can maintain skills with other clients, and in other settings, when appropriate. Supervisor serves as consultant in areas where student has less experience; Provides guidance on ideas initiated by student (skill is present >90% of the time).
A DETAILED CLINICAL SKILLS RUBRIC BASED ON GRADUATE STUDENT SEMESTER IS AVAILABLE IN THE SHU SLP CLINICAL MANUAL OR ONLINE AT http://www.sacredheart.edu/academics/collegeofhealthprofessions/academicprograms/speech-languagepathology/graduateprogram/
Appendix B
Student Reflection Form 2016-2017
Student: Clinical Educator:
Clinical Site: Week Ending:
Description: (Give a detailed description of a Specific Clinical Interaction or a Specific Clinical
Approach that your reflection will be based on.)
Thoughts and Feelings: (What were you thinking and feeling, at the time?)
Evaluation: (Objective review of the pros and the cons.)
Analysis: (Were your actions the best, and most appropriate ones, based on your therapy goals
and EBP?)
Conclusions: (Based on your analysis, how would you handle this differently in the future? Be
specific. What clinical skills do you need to address, to be able to handle this appropriately in
the future?)
Personal Clinical Goal, based on this Reflection:
*Based on Gibbs Reflective Model (1998)
Rubric for Self-Reflection
Criteria Reflective Clinician (5-4)
Aware Clinician (3-2)
Reflection Novice (1-0)
Points
Clarity Clear, grammatically appropriate language used with strong description of clinical situation. Concepts are explained accurately.
Minor, infrequent lapses in clarity. Grammar may require some revision. Concepts are explained fairly accurately.
Frequent lapses in clarity. Concepts are either not discussed or are presented inaccurately. Poor grammar is used.
Clinical Relevance The reflection shows significant thought and effort. Clinical experience being reflected upon is relevant and meaningful to student and clinical goals.
The reflection shows some thought and effort. Attempts are made to demonstrate clinical relevance, but the relevance is unclear to clinical goals.
The reflection shows poor thought and effort. Most of the reflection is irrelevant to student and/or clinical goals.
Analysis The reflection moves beyond simple description of the clinical experience to an analysis of how the experience contributed to student understanding of self, client, interdisciplinary team and/or clinical concepts.
The reflection demonstrates student attempts to analyze the clinical experience to understanding of self, but analysis lacks some depth.
Student makes little to no attempts at applying the clinical experience to understanding of self, client, interdisciplinary team and/or clinical concepts and fails to demonstrate depth of analysis.
Self-Critique The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions, and/or assumptions and define new modes of clinical thinking as a result.
The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions. New modes of thinking are not evident.
There is little to no attempt at self-critique and the reflection fails to demonstrate an awareness of personal biases, etc.
