For faculty who organize external practicum placements, the primary responsibility is to ensure that graduate students in speech-language pathology receive high-quality clinical education in a variety of clinical settings. This requires building and maintaining strong relationships with supervisors, securing appropriate clinical placements, and managing contracts—all while adhering to academic program and accreditation standards. Many practicum coordinators are also university clinic directors and supervisors, or they juggle other responsibilities such as teaching, organizing simulations, or conducting research. 

This article outlines essential strategies for working with clinical educators, securing clinical placements, and managing the complexities of site contracts. 

Building Relationships With Clinical Sites 

Finding and maintaining a network of clinical placements is a delicate balancing act. Practicum administrators must assess site suitability, initiate contracts, and ensure that student needs align with what each site offers. The challenge lies not only in securing enough sites but also in sustaining positive relationships with clinical educators and site coordinators. 

Here are some practical tips for building and maintaining relationships with clinical sites: 

  • Find sites and establish relationships. Medicare.gov is a helpful resource for finding medical sites in specific geographical locations. Additionally, online directories, Internet searches, networking with colleagues and alumni, and pursuing contracts with companies that have multiple locations can expand your pool of potential sites.
  • Offer incentives to clinical educators and their employers. Providing the opportunity to earn continuing education units (CEUs), offering discounted classes within your department, or granting small stipends/honorariums can make placements more appealing to potential supervisors. However, many academic programs are not able to provide such incentives. Supervisors are often more motivated to mentor students who share similar career goals or who want to work in similar settings after graduation. Supervisors may also prefer students with previous experience in similar environments. Administrators may be more likely to accept requests for placements if they anticipate being able to hire students following graduation. 

Effective Use of Tools to Manage Placements 

Managing placements, supervisors, and contracts can be a logistical challenge, but digital tools can streamline this process.  

Below are some tools that can help administrators stay organized: 

  • Digital survey and data collection platforms: Tools like Microsoft Forms, RedCap, or Adobe Forms can collect data on student placement preferences and feedback and can track practicum planning.
  • Video conferencing: Virtual meetings with students and supervisors, especially for distant placements, can facilitate regular check-ins and early identification of issues. This can help address issues early and maintain good communication with site supervisors.
  • Specialized software systems: Platforms like CALIPSO, EXXAT, ACCESS, Typhon, and CastleBranch are invaluable for tracking placements, evaluations, hours, student onboarding items, and contracts. These tools help ensure compliance with accreditation standards and keep administrators organized. By utilizing these tools, practicum administrators can maintain accurate records of each student’s rotations, track clinical hours and averages by site, provide real-time updates on site availability, and keep the practicum administrator organized during the planning process.  

Contract Development and Management 

Developing contracts with new sites can be challenging due to varying requirements across universities and locations. It’s beneficial to begin by collaborating with other programs within your university. For example, rehabilitation programs, medical programs, and educational departments may already have established agreements.  

Here are some tips for streamlining contract development: 

  • Collaborate with other departments. Meet with clinical coordinators from other programs at your university to discuss shared needs and develop common partnerships.
  • Consult with legal affairs. Work with your university’s legal team to explore the development of a master agreement that allows multiple programs to place students at the same sites.
  • Utilize addendums. Use addendums to existing contracts in order to (a) expand placement options or (b) include additional programs.
  • Set up auto-renewals. Incorporate auto-renewals in contracts to reduce administrative work.
  • Prepare for site requirements. Include checklists of site-specific requirements—such as clearances, immunizations, training, and drug screenings—in the contract.
  • Know your signatories. Obtain the necessary signatory and site information in advance to streamline the contract approval process. 
  • Allow additional time for larger entities. Larger entities—such as health care systems, regional/national agencies, or school districts—may require additional time for approval. 

Setting Clear Expectations for Clinical Educators 

Clear communication with off-site clinical educators is essential. Regular updates, professional development opportunities, and consistent feedback are key to fostering strong working relationships. Additionally, providing support and clear guidance can ensure that supervisors understand their roles and responsibilities. 

Here are some key actions for setting expectations: 

  • Clarify evaluation procedures. Clearly communicate how supervisors should evaluate graduate clinicians. Provide guidance on the department’s probation or growth plan procedures in case students require additional support during their externship.
  • Align expectations. Ensure that supervisors understand both the academic and the professional standards that the department expects from students.
  • Use written supports. Consider creating an electronic “to-do list”—which students and supervisors should complete before, during, and at the end of rotations—to ensure that all procedures are followed.  

Tips for Ensuring Smooth Placements and Professional Connections 

Maintaining strong, positive relationships with clinical educators is vital to the success of any clinical practicum experience.  

Here are some strategies to support a smooth clinical placement process: 

  • Establish regular check-ins. Consistent communication is crucial. Set up regular check-ins with supervisors to address concerns, provide updates, and learn about any issues early. 
  • Provide clear expectations. Make sure that supervisors are familiar with your university’s grading policies, clinical expectations, and other policies as well as ASHA’s supervision guidelines. Provide relevant resources to help supervisors support their students. 
  • Gather feedback. Implement feedback mechanisms to encourage supervisors to voice their thoughts, concerns, and suggestions for improvement. This might involve electronic surveys, physical suggestion boxes, or regular one-on-one feedback sessions to foster a collaborative relationship.
  • Express appreciation. Acknowledge and appreciate supervisors’ contributions. Whether through formal awards or personal thank-you notes, recognition goes a long way in strengthening relationships. 
  • Support professional development. Offer continuing education opportunities to help supervisors stay up-to-date with the latest trends in the field. Webinars, workshops, and professional development courses are excellent ways to foster growth. 
  • Facilitate networking. Encourage supervisors to connect with faculty, former students, and other professionals. Networking creates a sense of community and provides valuable opportunities for sharing ideas and experiences. 

By focusing on these areas, practicum administrators can ensure that clinical placements run smoothly, providing high-quality experiences for students and fostering positive relationships with clinical sites. With thoughtful planning and attention to detail, we can create a robust network of clinical opportunities that prepares students for professional success. 

References

American Physical Therapy Association. (2020). Clinical Education Placement Process Task Force [Final Report]. https://acapt.org/docs/default-source/consortium-(ncce)/clinical-education-placement-process-taskforce-final-report-rev10-23.pdf?sfvrsn=4a8982d8_2 [PDF] 

American Speech-Language-Hearing Association (ASHA), Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA), & Council of Academic Programs in Communication Sciences and Disorders (CAPCSD). (2020). Final Report Ad Hoc Committee on Graduate Education for Speech-Language Pathologists. https://www.asha.org/siteassets/reports/ahc-graduate-education-for-slps-final-report.pdf [PDF] 

Bourne, E., McAllister, L., Nagarajan, S., & Short, K. (2018). The effect of speech-language pathology students on clinician time use and activity. International Journal of Speech-Language Pathology, 21(2), 163–174. https://doi.org/10.1080/17549507.2017.1416175  

Christodoulou, J. N. W. (2016). A review of the expectations of speech-language pathology externship student clinicians and their supervisors. Perspectives of the ASHA Special Interest Groups, 1(11), 42–53. https://doi.org/10.1044/persp1.sig11.42  

Miller, J. O., Smith, P., Varnedoe, D. (2018, November 17). Externship challenges: From the site’s perspective. Invited lecture presented at the ASHA Annual Convention, Boston, MA.  

Plexico, L. W., Plumb, A. M., & Phillips, D. E. (2017). Speech-language pathology student anxiety, expectations, and needs during clinical practicum. Teaching and Learning in Communication Sciences & Disorders, 1(2). https://doi.org/10.30707/tlcsd1.2plexico  

Rapillard, S., Plexico, L., & Plumb, A. M. (2019). Influence of supervision and clinical experiences on professional development of graduate speech language pathology students. Teaching and Learning in Communication Sciences & Disorders, 3(1). https://doi.org/10.30707/tlcsd3.1rapillard2  

Rehfeld, David M., Padgett, R. N., & Rainer, D. (2022). Developmental changes in graduate student supervisory needs and expectations: A longitudinal investigation. Teaching and Learning in Communication Sciences & Disorders, 6(1). https://doi.org/10.30707/TLCSD6.1.1649037808.69211 

St. Clair, J., Mainess, K. J., Shaughnessy, P., & Becerra, B. (2022). Impact of clinical education of student clinicians on speech-language pathologists’ productivity in medical settings. Perspectives of the ASHA Special Interest Groups, 7(4), 1120–1136. https://doi.org/10.1044/2022_persp-21-00330   

Taliancich-Klinger, C., & Cooperson, S. (2017). Clinical supervision in a medical setting: A preliminary study about the practices and beliefs of expert and novice clinician supervisors. Perspectives of the ASHA Special Interest Groups, 2(11), 7–16. https://doi.org/10.1044/persp2.sig11.7