"Getting Back into School Mode": Experiences of Former Speech-Language Pathology Assistants in Graduate School

Autor/inn/en	Wolford, George W.; Wolford, Laura L.; Fissel Brannick, Schea; Anderson, Emily N.; McLoud, Kaitlin
Titel	"Getting Back into School Mode": Experiences of Former Speech-Language Pathology Assistants in Graduate School
Quelle	In: Perspectives of the ASHA Special Interest Groups, 7 (2022) 5, S.1449-1474 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wolford, George W.) ORCID (Wolford, Laura L.) ORCID (Fissel Brannick, Schea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Graduate Students; Masters Programs; Speech Language Pathology; Allied Health Personnel; Prior Learning; Work Experience; Student Experience; College Faculty; College Programs; Program Design; Stress Variables; Learning Processes; Social Support Groups; Clinical Experience; Supervision; Instructional Effectiveness; Group Membership; Paying for College + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Vorkenntnisse; Employment experience; Job experience; Occupational experience; Berufserfahrung; Studienerfahrung; Fakultät; Studienprogramm; Programme design; Programmaufbau; Programmplanung; Learning process; Lernprozess; Social support; Soziale Unterstützung; Unterrichtserfolg; Gruppenzugehörigkeit; Studienfinanzierung
Abstract	Purpose: The purpose of this article is to describe the speech-language pathology master's program experience for two groups of students: students with former speech-language pathology assistant (SLPA) experience (fSLPA) and students without SLPA experience (nSLPA). Results are relevant to current SLPAs who are considering attending graduate school and university faculty members involved in program design. Method: A survey was distributed electronically to students nationwide. The survey included both Likert-style questions and open-ended responses. A total of 85 student responses were included in data, 43 fSLPAs and 42 nSLPAs. Qualitative and quantitative results were analyzed separately and then synthesized together in a mixed-methods analysis. Results: Although the study was not designed to directly measure stressors, bottom-up qualitative analysis resulted in a framework of internal and external stressors, internal and external supports, and learning and growing. Stressors and supports were described by participants as intertwined, and a given event (e.g., the start of clinical rotations) did not map neatly to stressors or supports for all participants. fSLPAs reported higher perceptions of clinical success, feeling different than their peers, and the perception that fSLPAs were more successful in graduate school. Taken together, these results converged to develop seven findings. For instance, one finding was that, although both groups reported external and internal stressors, the specific stressors somewhat varied by group. Conclusions: Findings are discussed in relation to transformational learning theory and prior works on stress within the field. Implications for program development and prospective speech-language pathology graduate students are discussed. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 800-638-8255; Fax: 301-296-8580; e-mail: perspectives@asha.org; https://perspectives.pubs.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01