JCPSLP Vol 23 No 3

perspective of clinical educators. This piece of research is one part of a larger research study that explores the student outcomes and experiences of telesupervision to appreciate the usefulness of telesupervision more holistically and identify areas for future improvement, from both student and CE perspectives. However, the study reported here had a small sample size with all CE participants from one university with previous university clinic and/or academic experience, thus limiting the transferability of the findings. Implications and conclusion This research, through an exploration of CEs’ experiences of transitioning to online clinical education during a telepractice simulation placement, has firmly posited clinical education in the telesupervision space. The potential offered by telesupervision as an effective clinical supervision modality in a simulated placement has been demonstrated through exploration of the experiences of a small number of CEs who piloted telesupervision as a simulated clinical supervision modality. Consistent with Overby and Baft-Neff (2017), this study also demonstrated that transition to telesupervision required flexibility and for CEs to develop and adapt their skills for the online environment. This flexibility has been identified as key to ensuring quality and responsivity to student needs (Nagarajan et al., 2018). Therefore, to ensure the effectiveness of telesupervision models, specific CE preparation for online clinical education is required to develop and support specific supervisory skills required for telesupervision. CEs should be made aware of the need for well-developed reflective and problem-solving skills alongside a willingness to learn from their peers and adapt their supervisory practices accordingly. It is therefore recommended that future telesupervision placements deliberately structure time and space for CE peer support and debriefing sessions to facilitate delivery of high-quality student learning experiences. Telesupervision opens flexible and sustainable opportunities to address disparities in access to health professional education. This innovative practice clearly aligns with and provides a vehicle for delivering government health initiatives such as “Right Care, Right Place, Right Time” (www.health.nsw.gov.au). COVID-19 has provided “the right time” to meet the “challenge” of embedding telepractice into students’ learning. Acknowledgements We acknowledge the Wiradjuri and Dhudhuroa, the custodians of the lands where we live and work, and the continuing tradition of knowledge creation and sharing that has occurred on Country for over 60,000 years. This project is supported the by funding from the Australian Government’s Rural Health Multidisciplinary Training (RHMT) Program. References Barnett, R. (1997). Higher education: A critical business . Buckingham: The Society for Research into Higher Education & Open University Press. Block, S., Onslow, M., Packman, A., Gray, B. & Dacakis, G. (2005). Treatment of chronic stuttering: Outcomes from a student training clinic. International Journal of Language & Communication Disorders , 40 (4), 455–466. https://doi. org/10.1080/03093640500088161

Bridgman, K., Pallathil, K., Ford, N., Tran, J., Lam, D., Wee, W., & Kefalianos, K. (2018). Attitudes and experiences of SLP students from a pilot telehealth stuttering clinic. Journal of Clinical Practice in Speech-Language Pathology , 20 (1), 14–20. https://speechpathologyaustralia.cld.bz/ JCPSLP-March-2018/22 Brookfield, S. (1995). Becoming a critically reflective teacher . San Francisco: Jossey-Bass. Cardell, E., & Hill, A. (2013). Student-delivered intensive smooth speech programs for adolescents and adults who stutter: A preliminary exploration of student con dence, anxiety, and interest. Journal of Clinical Practice in Speech Language Pathology , 15 (2), 54–59. https://espace.library. uq.edu.au/view/UQ:350784 Chipchase, L., Hill, A., Dunwoodie, R., Allen, S., Kane, Y., Piper, K., & Russel, T. (2014). Evaluating telesupervision as a support for clinical learning: An action research project. The Higher Education Academy , 2 (2), 40–53. doi:10.11120/ pblh.2014.00033 Dalwood, N., Bowles, K.A., Williams, C., Morgan, P., Pritchard, S., Blackstock, F. (2020). Students as patients: A systematic review of peer simulation in health care professional education. Medical Education , 54 (5), 387–399. https://doi.org/ 10.1111/medu.14058. Education for Practice Institute (EFPI). (2015). Professional and practice-based education [Factsheet]. https://cdn.csu.edu.au/__data/assets/pdf_ file/0003/1447104/CSU-P-and-PBE-Model.pdf Erlingsson, C., & Brysiewicz, P. (2017). A hands-on guide to doing content analysis. African Journal of Emergency Medicine , 7 (3), 93–99. https://doi.org/10.1016/j. afjem.2017.08.001 Harder, B. N. (2010). Use of simulation in teaching and learning in health sciences: A systematic review. Journal of Nursing Education , 49 (1), 23–28. https://doi. org/10.3928/01484834-20090828-08 Hewat, S., Penman, A., Davidson, B., Baldac, S., Howells, S., Walters, J., Purcell, A., Cardell, E., McCabe, P., Caird, E., Ward, E., & Hill, A. E. (2020). A framework to support the development of quality simulation-based learning programmes in speech–language pathology. International Journal of Language & Communication Disorders , 55 (2), 287–300. https://doi.org/10.1111/1460- 6984.12515 Hill, A. E., Davidson, B. J., McAllister, S., Wright, J., & Theodoros, D. G. (2014). Assessment of student competency in a simulated speech-language pathology placement. International Journal of Speech-Language Pathology , 16 (5), 464–475. https://doi.org/10.3109/17549 507.2013.809603 Hill, A. E., Ward, E., Heard, R., McAllister, S., McCabe, P., Penman, A., Caird, E., Aldridge, D., Baldac, S., Cardell, E., Davenport, R., Davidson, B., Hewat, S., Howells, S., Purcell, A., & Walters, J. (2021). Simulation can replace part of speech-language pathology placement time: A randomised controlled trial. International Journal of Speech Language Pathology , 23 (1), 92–102. https://doi.org/10.108 0/17549507.2020.1722238 Howells, S., Cardell, E. A., Waite, M. C., Bialocerkowski, A., & Tuttle, N. (2019). A simulation-based learning experience in augmentative and alternative communication using telepractice: Speech pathology students’ confidence and perceptions. Advances in Simulation , 4 (1), 1–11. https://doi.org/10.1186/s41077-019-0113-x Howes, T. (2018) Effective strategic planning in Australian universities: How good are we and how do we know?

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JCPSLP Volume 23, Number 3 2021

Journal of Clinical Practice in Speech-Language Pathology