Supervisor and Supervisee Perceptions of an Adult Learning Model of Graduate Student Supervision

No AccessPerspectives on Administration and SupervisionArticle1 Apr 2013Supervisor and Supervisee Perceptions of an Adult Learning Model of Graduate Student Supervision Monica Gordon-Pershey, Patrick R. Walden Monica Gordon-Pershey Cleveland State University Speech and Hearing Program, School of Health Sciences Cleveland, OH Google Scholar More articles by this author , Patrick R. Walden Cleveland State University Speech and Hearing Program, School of Health Sciences Cleveland, OH Google Scholar More articles by this author https://doi.org/10.1044/aas23.1.12 SectionsSupplemental MaterialAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In Adult learning models rarely are applied to clinical supervision in communication sciences and disorders. Little evidence exists to attest to the utility of implementing adult learning models during clinical supervision of graduate students. To explore supervisor and supervisee perceptions of clinical supervision that used an adult experiential learning model as its theoretical approach, we conducted a semester-long study of university clinical supervisors and first-year speech-language pathology graduate students. Five university supervisor–supervisee dyads implemented a model of adult experiential learning during weekly supervisory feedback sessions for one semester. Use of the adult experiential learning model yielded perceived benefits for clients, students, and supervisors. Supervisors noted that use of the model was somewhat of a departure from their usual ways of supervising. Overall, participants perceived the model as beneficial to supervisees’ learning of clinical skills and decision-making. The model facilitated students’ generalization of clinical skills across their clinical experiences. The impracticalities of this method of implementing the model could be reduced in future studies by providing a longer period of pre-implementation supervisor training, during which supervisors would adapt their current supervision practices to the model. Ton conclude, authors offer a proposed decision tree to guide implementation of the model. References Jarvis, P. (1987). Adult learning in the social context. New York, NY: Croom Helm. Google Scholar Knowles, M. (1970). The modern practice of adult education: Andragogy vs.pedagogy. New York, NY: Cambridge University Press. Google Scholar Schön, D. A. (1990). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass. Google Scholar Walden, P. R. (2011). Learning from experience: Future directions for clinical supervision.In L. Carozza, Science of successful supervision and mentorship (pp. 165–179). San Diego, CA: Plural. Google Scholar Walden, R. R., & Bryan, V. C. (2011). Speech-language pathologists’ informal learning in healthcare settings: Behaviours and motivations.International Journal of Speech-Language Pathology, 13(4), 378– 388. Google Scholar Additional Resources FiguresReferencesRelatedDetailsCited ByPerspectives on Administration and Supervision23:3 (121-144)1 Oct 2013Applying Adult Experiential Learning Theory to Clinical Supervision: A Practical Guide for Supervisors and SuperviseesPatrick R. Walden and Monica Gordon-Pershey Volume 23Issue 1April 2013Pages: 12-21Supplemental Material Get Permissions Add to your Mendeley library History Published in issue: Apr 1, 2013 Metrics Downloaded 218 times Topicsasha-topicsleader-topicsasha-article-typesasha-sigsCopyright & Permissions© 2013 American Speech-Language-Hearing AssociationPDF DownloadLoading ...