Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Speech-Language Pathology

First Advisor

Cathleen Bergin

Defense Date

1-1-2020

Abstract

Supervision is an essential part of the educational process of speech-language pathology graduate students. Clinical supervisors take on the responsibility of providing their students with the necessary tools to implement knowledge attained from their courses. This dynamic process should require formal preparation to ensure its effectiveness. The SLPs who assume the role of clinical supervisors in Puerto Rico receive limited training. Most of the time, they receive inconsistent guidance as they engage in the supervisory process. This applied dissertation examined Puerto Rican SLPs’ self-assessment of their supervisory competence compared to their supervisory training and years of clinical experience. The study provided a self-assessment of the SLPs' competencies based on ASHA’s policy document “Knowledge and Skills Needed by Speech-Language Pathologists Providing Clinical Supervision” (2008b). The evidence gathered in this applied dissertation advocates for formal supervisory training for all SLPs engaged as clinical supervisors. The Brislin back-translation method was used to translate the Self-Assessment of Competence in Supervision developed by ASHA from English to Spanish. A review panel of 10 bilingual SLPs participated in the translation process together with two certified translators. Twenty-eight SLP clinical supervisors completed a sociodemographic questionnaire and self-assessment. Analysis of the data indicated that there is a positive, moderate, and significant relationship between the following dimensions of the self-assessment completed by SLP clinical supervisors: relationship development and communication skills with establishment/implementation of goals, and analysis and evaluation with relationship development and communication skills, establishment/implementation of goals, and with clinical and performance decisions goals. All other correlations between the different dimensions are non-significant. No significant statistical differences were found for the supervisory training, years of clinical experience, and years as a clinical supervisor. Further research is recommended in understanding the type of training clinical supervisors are receiving and how it reflects in their supervisory experience.

Keywords

Clinical Supervisor; Speech-Language Pathology; Supervision; Supervisor Qualifications; Supervisory Training

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