Clinical Education and Supervision Guidelines for SLPs
This course fulfills the 2-hour supervision training requirement for speech-language pathologists (SLPs) to assume the role of clinical supervisor. In this course, SLPs working with adults in healthcare settings will learn the roles and responsibilities of clinical supervision of students and Clinical Fellows, including how to give adequate support and feedback to a supervisee; best practices in mentoring, advising, and modeling professional behavior; and how to ensure supervision regulations are followed.
This course fulfills the 2-hour supervision training requirement for speech-language pathologists (SLPs) to assume the role of clinical supervisor. In this course, SLPs working with adults in healthcare settings will learn the roles and responsibilities of clinical supervision of students and Clinical Fellows, including how to give adequate support and feedback to a supervisee; best practices in mentoring, advising, and modeling professional behavior; and how to ensure supervision regulations are followed.
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Introductory Level
0.20 ASHA CEUs
Kansas Health Department of Aging and Disability Services (Speech)
Approved for 2.0000 continuing education clock hours for Kansas Speech Pathologists and Audiologists by the Kansas Department of Aging and Disability. Long Term Sponsorship number LTS-S1057. This activity is approved for 2.0000 contact hours.
Identify the key roles and responsibilities of clinical supervisors in guiding speech-language pathology students and Clinical Fellows.
Determine the appropriate level of supervision for CFs and students to comply with payer and ASHA guidelines.
Select supervisory practices to foster supervisee growth and adherence to clinical standards.
Recognize common supervisory mistakes and techniques to avoid them.
Recall supervisory and learning models, including the Five Stage Model of Adult Skill Acquisition, the One Minute Preceptor, and Conscious Competence, and their use for enhancing supervisees’ clinical reasoning.
Outline:
Section 1: Preparing to Supervise
Introduction to Supervision
Selecting the Right Supervisee
Supervisor’s Time and Preparation
Knowledge Check
Key Takeaways
Section 2: Supervision for Billing and Documentation
ASHA Supervision Guidelines
CMS Supervision Guidelines
General Documentation Guidelines
Considerations for CFs
Knowledge Check
Key Takeaways
Section 3: Supervision Models and Approaches
Types of Supervision
Approaches to Supervision and Learning
Knowledge Check
Key Takeaways
Section 4: A Supportive Professional Experience
Setting the Stage
Providing Effective Feedback
Exposure to Job Elements
Knowledge Check
Key Takeaways
Section 5: Moving Toward Independence
Promoting Clinical Thinking
Mentor/Supervisee Interaction
Managing Poor Performance
Knowledge Check
Key Takeaways
Section 6: Common Mistakes
Common Supervisor Mistakes and Solutions
Addressing Common Supervisee Errors
Knowledge Check
Key Takeaways
Section 7: Conclusion
Course Summary
Course Contributors
Resources
References
Subject Matter Expert: Susan Almon-Matangos, MS, CCC-SLP
Susan Almon-Matangos, MS, CCC-SLP, is a certified and licensed speech-language pathologist with over 40 years of experience. She earned her bachelor's degree in psychology from Jacksonville State University and her Master of Science degree in speech-language pathology from The University of Alabama. She has provided care to clients across the lifespan with diverse diagnostic conditions in school, hospital, skilled nursing facility, outpatient clinic, and home health settings. In her previous role as a national clinical director for a contract therapy company, she developed training programs for physical therapy, occupational therapy, and speech-language pathology focusing on clinical rehabilitation needs of older adults in post-acute care. Currently, she serves as the Lead Subject Matter Expert Writer for Speech-Language Pathology at Relias, where she leverages her clinical expertise and analysis of published research. She is a certified member of the American Speech-Language-Hearing Association and the Pennsylvania Speech-Language-Hearing Association.
The target audience for this course is: Introductory level Speech-Language Pathologists; in the following settings: Rehabilitation Settings.
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
Relias has a grievance policy in place to facilitate reports of dissatisfaction. Relias will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias.
If you require special accommodations to complete this module, please contact Relias Support by completing the web form (https://www.relias.com/help) or by using the chat functionality.
All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
Reference herein to any specific commercial product, process, or service by trade name, trademark, service mark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring of, or affiliation with, Relias, LLC.
All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
If you require special accommodations to complete this module, please contact Relias Customer Support here.
