11/14/2017 Sup upervis isio ion: Financial : Financial - PDF document

11/14/2017 Sup upervis isio ion: Financial : Financial Nonfinancial : Continuing Education compensation Member of Disclosures from ASHA for ASHA Board of for the Professions this Directors presentation Melanie W. Hudson, M.A., CCC-SLP F-ASHA Member, ASHA Board of Directors Director, EBS Healthcare Timeline: How ow Did We e Get et Her ere? You Describe how continuing will education in the area of supervision supports be ASHA revision of certification guidelines for professional growth and the Clinical Fellowship Experience (no longer a ASHA Technical report and document able “CFY”; “Mentor” instead of “Supervisor” with addressing knowledge and skills for clinical development. Lear earning more autonomy placed on Clinical Fellow) supervision to: Out utcomes Identify topics and 2005 2007 2008 resources for continuing education on the topic of ASHA Policy document regarding CF supervision. Mentoring 1

11/14/2017 Tim imeline: How Did id We e Get et Her ere? AS ASHA Positi tion 11 Core areas that should be acquired by supervisor: 1. Preparation for supervisory experience Statement on n 2. Interpersonal communication and supervisor-supervisee relationship 3. Development of supervisee’s critical thinking and problem -solving skills Kno nowle ledge e 4. Development of supervisee’s clinical competence in assessment American Board ASHA Policy ASHA Ad Hoc CAPCSD White ASHA Policy ASHA Ad Hoc 5. Development of supervisee’s clinical competence in intervention of Audiology and Document on Committee on Paper on document Committee on and nd Skil ills in n most states now Supervision of Supervision Supervision 6. Supervisory conferences or meetings of clinical teaching teams regarding Training in have specific Assistants ethical issues Supervision 7. Evaluating growth of supervisee both as clinician and as professional supervision Cli linical pertaining to requirements for 8. Diversity supervision of beginning 9. Documentation students Sup upervision clinicians 10. Ethical, regulatory, legal requirements 2010 now 2013 2013 2013 2015 (20 2008) 11. Principles of mentoring Knowledge Graduate students in university training Whe here Are e We e Tod oday? and skills programs or off-campus externship settings needed to supervise 4 Ad Hoc oc targeted Audiology students in final externship groups: Com ommittee on n Sup upervision Expanded scope of Sustained influx of Increased use of Clinical Fellows Personnel shortages practice new professionals support personnel Trai aining (AH AHCST) 201 016 Support Personnel Increased focus on Increase in ASHA requirement for supervision as a requirements for Fin inal Rep eport continuing education distinct area of continuing education in 2020 practice at state level Transitioning professionals 2

11/14/2017 AS ASHA Positi tion Statement on n Kno nowledge and nd Skil ills s in n Cli linical Sup upervisio ion (200 2008) 11 Core Preparation for supervisory experience Interpersonal communication and supervisor-supervisee relationship areas that Development of supervisee’s critical thinking and problem -solving skills should be Development of supervisee’s clinical competence in assessment acquired Development of supervisee’s clinical competence in intervention by Supervisory conferences or meetings of clinical teaching teams This Photo by Unknown Author is licensed under CC BY-NC-SA supervisor: Evaluating growth of supervisee both as clinician and as professional Diversity Foc ocus on on Lear arnin ing Documentation Ethical, regulatory, legal requirements Principles of mentoring Val alues Inc ncorporated into the he Suc uccessful Non on-Clinical Top opics Sup upervisory Rela elatio ionship Trust Licensure/credentialing/Liability Self-Disclosure Navigating the workplace/policies and procedures Diversity awareness Boundary management Working with other professionals: Teambuilding Appropriate balance of power Managing time and resources effectively Recognition of the value of both parties in the relationship Dealing with stress and avoiding burnout Validation of strengths Support and advocacy Managing conflict in the workplace Active listening Cultural competence Open communication 3

11/14/2017 Resource ces for Critical Thinking Co Continu nuing Educ ducation on • ASHA Web site: convention speakers • State association convention speakers • University Web sites: courses and corresponding faculty instructor • Recent articles from ASHA and other professional publications • State licensure board members • Other? This Photo by Unknown Author is licensed under CC BY This Photo by Unknown Author is licensed under CC BY-SA The clinical educator must not only teach Crit itic ical critical thinking skills but also nurture the disposition toward clinical thinking Thi hinkin ing (Gavett & Peapers, 2007) 4

11/14/2017 Crit itic ical Thi hinking “Most clinical educators recognize the significance of, and Critical Think Cr hinking implications for implementing teaching methods which foster critical thinking. However, many clinical educators demonstrate uncertainty about which methods to employ and how to implement "Educational and professional success require such methods.” (Procaccini, S., developing one's thinking skills and nurturing Carlino, N., Joseph, D., 2016). one's consistent internal motivation to use those skills." (Facione, 2000) Refle lective Pr Prac acti tice Ethic hical al Issues One in which… “individuals take the in n Sup upervision initiative, with or without the help of others,” to diagnose their learning Self-determined goals are relevant needs, formulate learning goals, to job performance or professional identify resources for learning, development (Flood, 1998). select and implement learning strategies, and evaluate learning outcomes (Knowles, 1975). 5

11/14/2017 https://www.asha.org/Practice/ethics/Supervision-of- Self-Asse sess ssmen ent of of Student-Clinicians/ Com ompet eten encies es in Super ervisi sion https://www.asha.org/Practice/ethics/Ethical-Issues- • Developed by ASHA Ad Hoc Committee on Related-to-Clinical-Services-Provided-by-Audiology-and- Supervision Training (AHCST), 2016 Resources on Speech-Language-Pathology-Students/ • A self-rating tool designed to develop training goals to improve clinical abilities as clinical Ethics in educator, preceptor, mentor, or supervisor https://www.asha.org/Practice/ethics/Responsibilities- Supervision of-Individuals-Who-Mentor-Clinical-Fellows-in-Speech- Language-Pathology/ https://www.asha.org/Practice/ethics/Speech- Language-Pathology-Assistants/ Top opics cs for or I. Sup Superv rviso sory Con onti tinuing Proce cess and and Clin linical l Edu ducation Edu ducation This Photo by Unknown Author is licensed under CC BY-NC-SA 6

11/14/2017 II. Rela lati tionship De Development and and III. I. Es Esta tablishmen ent/Im t/Implem emen entati tion Com ommunic icatio ion Skills Skills of Goals V. Clin linical l and and IV. Ana naly lysis is and and Performance Evalu luati tion De Decis isio ions 7

11/14/2017 VI. Spe pecific ic Addit itio ional l VII. Spe pecific ic Addit itio ional l Com ompetencie ies s for or Com ompetencie ies s for or Clin inic ical l Educ ducators of Preceptors of Grad aduate Students Aud udio iolo logy Ex Externs VIII. Spe pecific ic Addit itio ional l IX. Spe pecific ic Com ompetencie ies s for or Com ompetencie ies s for or Mentors Me s of Clin inic ical al Sup uperv rviso sors s of Sup upport Fell Fe llows Personnel 8