Deliberate supervision (Kleinhans et al., 2020)

<div><b>Purpose:</b> Clinical supervisors play a fundamental role in</div><div>enabling students to transform knowledge into clinical</div><div>skills. The 2020 changes to Speech-Language Pathology</div><div>Certification Standards will require speech-language</div><div>pathologists, who want to serve as clinical supervisors</div><div>of applicants for certification, to complete a minimum of</div><div>9 months of practice experience postcertification and 2 hr</div><div>of professional development in the professional practice</div><div>domain of supervision postcertification prior to overseeing</div><div>a student in a clinical supervisor capacity.</div><div><br></div><div><b>Conclusion:</b> This article describes a framework for clinical</div><div>supervisors of graduate students to use, based on the</div><div>premise that supervision should be an intentional reflective</div><div>activity. The authors describe how to plan for clinical</div><div>education across practice settings, provide appropriate</div><div>feedback, and use questions effectively.</div><div><br></div><div><b>Supplemental Material S1. </b>Example of planned teaching episode with a clinical educator using a script to prepare the learner for the clinical experience.</div><div><br></div><div><b>Supplemental Material S2. </b>Example of closure in clinical teaching with a planned clinical experience. <b> </b></div><div><br></div><div><b>Supplemental Material S3. </b>Example of a clinical educator using specific feedback after a clinical experience.</div><div><br></div><div>Kleinhans, K., Brock, C., Bland, E. L., & Berry, B. (2020). Deliberate supervision: Practical strategies for success. Advance online publication. https://doi.org/10.1044/2019_PERSP-19-00033</div>