JCPSLP Vol 23 No 3

Creative clinical education

Resource review

supervision scripts; analysing supervisor–clinician behaviour; interprofessional tools; supervisee self- assessment; supervisory expectations; and assessing clinical competence and evaluation of practicum. These latter appendices are unfortunately largely redundant to the Australian speech pathology clinical educator due to the clear requirements of COMPASS in assessing student clinical competence on placement and promoting student self-reflection. Lastly, though there are numerous examples and scenarios throughout the text, these are limited in scope of clinical practice as they are based on the authors’ professional background (i.e., schools, school practicums, and university programs). While there are some scenarios in hospital, community, or private practice settings, the authors believe the process of supervision is the focus and that this can then be applied broadly to individual experiences. Given the above limitations, it is suggested that chapters 1 to 8 are the most useful and provide the introductory theoretical knowledge necessary for supervisors/ supervisees commencing on the supervisory process. Additionally, although many health services have well- established clinical education administrative processes, these resources can be time consuming to create for smaller sites or practices. There are sufficient appendices to assist a site in commencing a student or new graduate opportunity. In summary, this book would be a useful resource for new supervisors (of both students, new graduates, and allied health assistants); graduate speech pathologists; clinicians working in the clinical education support officer role/portfolio or supporting speech pathologists in the supervision of students/clinicians; and sites commencing or setting up clinical placements.

McCrea, Elizabeth S., and Brasseur, Judith A. (2020) The clinical education and supervisory process in speech-language pathology and audiology . ISBN 10: 1630915297. Slack Incorporated. Jodie Connolly Clinical education and supervision has been a longstanding component of speech pathology practice. While larger sites often have a clinician in the role of clinical education support officer, this may not be full time, funded, or extend to community or private practice. Additionally, clinicians are often thrust into the role of supervisor, either of students or junior clinicians, with minimal experience or formal training. The authors are aware of these ongoing challenges and the textbook has been written with this focus in mind. The book comprises 16 chapters with one chapter dedicated to supervision of audiology students. Chapters range from supervision foundations (such as models of supervision; the supervisory process; and planning, observing and analysing the supervisory process); preparing clinical educators/supervisors; ethical practice; simulation, interprofessional education, and research; and supervision of allied health assistants and clinicians in transition. There are some challenges in applying the book content to the Australian speech pathology landscape. First, later chapters, beyond the supervision foundations, are heavily United States-focused with references to American legislation, state and federal governing bodies, and graduate processes (i.e., clinical fellowship year). Naturally, there are some similarities and overarching principles between ASHA and SPA Code of Ethics and clinical fellows and new graduates. Second, the text is supported by a number of appendices including sample

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JCPSLP Volume 23, Number 3 2021

Journal of Clinical Practice in Speech-Language Pathology