SLPs clinical training is a long and rigorous process. Students require a minimum of 25% supervision in graduate school. One of the most critical aspects of this supervision process is the development of reflective practice.
Reflective practice has many definitions, but here is one of my favorite “…purposeful critical analysis of knowledge and experience, in order to achieve deeper meaning and understanding.” (Mann et al., 2009, p. 597). By scaffolding a student to engage in reflective practice, the SLP is facilitating clinical decision making, independence, and critical thinking. Reflective practice will serve as the link between practice and genuine learning.
A few ways to engage in reflective practice include items such as journaling, diaries, self-evaluation checklists, participating in clinical conferences, and reviewing recorded sessions. Here is a journal prompt to get you started (Lewis, 2013)!
How did you feel in the session?
Compare your performance with client's performance and participation in activity
What would you improve next time?
Lewis, A. V. (2013). Reflective practice: What is it and how do I do it? Journal of Clinical Practice in Speech-Language Pathology, 15(2), 70-74.
Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: A systematic review. Advance in Health Science Education, 14, 595-521.
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