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Retrieved 28 August from https://crane.osu.edu/our-work/ read-it-again/ Dearmon, V., Graves, R. J., Hayden, S., Mulekar, M. S., Lawrence, S. M., Jones, L., Smith, K. K., & Farmer, J. E. (2013). Effectiveness of simulation-based orientation of baccalaureate nursing students preparing for their first clinical experience. Journal of Nursing Education , 52 (1), 29-38. Krahe, M. A., Conway, M., Howells, S., Roffey, K., & Reilly, S. (2021). Rapid Transition of an Allied Health Clinic to Telehealth During the COVID-19 Pandemic: Satisfaction and Experience of Health Professionals, Student Practitioners, and Patients. Internet Journal of Allied Health Sciences and Practice , 19 (3), 9. Laughran, L., & Sackett, J. (2015). Telesupervision and ASHA’s tasks of supervision. Perspectives on Telepractice , 5 (1), 4–13. McAllister, L. (2005). Issues and innovations in clinical education. Advances in Speech Language Pathology , 7 (3), 138–148. McCulloch, J., Swift, M. C., & Wagnitz, B. (2017). Case file audit of Lidcombe program outcomes in a student-led stuttering clinic. International Journal of Speech-Language Pathology , 19 (2), 165–173. Merrill, M. D. (2002). First principles of instruction. Educational technology research and development , 50 (3), 43–59. Musk, E. (2012, 8 Sept). Foundation 20 // Elon Musk [Interview]. https://youtu.be/L-s_3b5fRd8. https://youtu. be/L-s_3b5fRd8 Nagarajan, S., McAllister, L., McFarlane, L., Hall, M., Schmitz, C., Roots, R., Drynan, D., Avery, L., Murphy, S., & Lam, M. (2016). Telesupervision benefits for placements: Allied health students’ and supervisors’ perceptions. International Journal of Practice-Based Learning in Health and Social Care . Overby, M. S. (2018). Stakeholders’ qualitative perspectives of effective telepractice pedagogy in speech– language pathology. International Journal of Language & Communication Disorders , 53 (1), 101–112.

Scarinci, N., Rose, T., Cronan, A., & Lambertz, K. (2018). Speech pathology student experiences and perceptions of working with parents in a Hanen It Takes Two to Talk family- centred clinical placement. Speech, Language and Hearing , 21 (3), 132–141. Simpson, M.-C. G., & Sawatzky, J.-A. V. (2020). Clinical placement anxiety in undergraduate nursing students: A concept analysis. Nurse Education Today , 87 , 104329. Van Merriënboer, J. J., & Sweller, J. (2010). Cognitive load theory in health professional education: design principles and strategies. Medical Education , 44 (1), 85–93. Walsh, P., Owen, P. A., Mustafa, N., & Beech, R. (2020). Learning and teaching approaches promoting resilience in student nurses: An integrated review of the literature. Nurse Education Practitioner , 45 , 102748. Wolford, G. W., Fissel Brannick, S., Strother, S., & Wolford, L. (2021b). Clinical education outcomes and research directions in speech-language pathology: A scoping review. Teaching and Learning in Communication Sciences & Disorders , 5 (2), 3. Wolford, G. W., Wolford, L., Fissel Brannick, S., Scott, M., & Smith, R. (2021a). “Shouldn’t you be collaborative by now?”: Supervisory needs, expectations, and satisfaction across the educational trajectory in speech-language pathology. The Clinical Supervisor , 1–22. Dr Annie Chan is a clinical educator and clinical unit coordinator at the University of Sydney. Dr Donna Thomas is a lecturer, clinical educator and clinical unit of study coordinator at The University of Sydney. Associate Professor Alison Purcell is a lecturer, researcher, and program director at the University of Sydney.

Correspondence to: Dr Annie Chan

The University of Sydney phone: (02) 9351 9539 email: annie.chan@sydney.edu.au

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JCPSLP Volume 23, Number 3 2021

www.speechpathologyaustralia.org.au