Vous êtes connectés en tant qu'organisateur. Cette page est en cache jusqu'à Thu, 09 Dec 2021 04:20:17 GMT. Prévisualisez la dernière m-à-j en cliquant Rafraîchir.

ABS184 - Logos and transitions. Students, teachers and supervisors through the internship lens

2.6 Dialogue and the co-construction of knowledge
Paper in a Working Group Roundtable (WGRT)
5:00 PM, mercredi 30 août 2017 (50 minutes)
Convention Center - 2000 A - Table E
The purpose of this exploratory qualitative research study is to investigate the transition between academic courses and clinical practicum during the education of speech-language pathologists (SLPs) at the University of Padua (Italy).
A common experience during SLP students’ first clinical internship is to experience emotional stress and anxiety (Chan, Carter,  McAllister, 1994; Lincoln, Adamson,  Covic, 2004).
The study included four focus groups with students, one focus group with supervisors, and one group interview with teachers. They were implemented between March 2015 and September 2016, involving 2nd and 3rd-year bachelor students.
The focus groups encouraged students to share their personal experiences with the transition.
The data were analyzed using Atlas.ti, adopting a grounded theory (GT) approach in order to identify and to examine the relevant issues concerning SLP internships from students’ perspectives.
The focus groups made available both individual and collective perspectives of the student before, during and after the internship phases of the program.
The focus groups helped to acquire greater understanding concerning the cause of the anxiety and stress these students face as well as on issues concerning the curriculum and supervisors-students feed-back.
The results help to review various aspects of clinical supervision (McCrea and Brasseur, 2003).
The paper illustrates how to integrate various perspectives on clinical supervision is an appropriate means taking into account students’ concerns especially on ways to improve supervisors-students feed-back during an internship and to better bridge academic courses and clinical practicum during the education of SLPs.
University of Padova