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Understanding the community in which one practices is equally important to the clinical skills and applications of knowledge acquired by a graduate student in speech-language pathology in clinical settings. Shifting political and economic landscapes that are the backdrop for service delivery necessitate that university supervisors help students recognize the influence of local and state community issues. In this article, the authors explain how a service-learning model was used to create a regional outreach activity to benefit stakeholders of a university speech and hearing clinic and members of the regional communities. Specifically, the clinical experience was designed to prepare Kentucky citizens to meet the unique needs of children with Down syndrome and their families.

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A fundamental aspect of graduate education in speech-language pathology is facilitating clinical competence. Teaching clinical decision-making within an evidence-based practice framework is necessary during both on-site and off-site clinical experiences. In this article the authors present the results of semi-structured interviews with off-site supervisors in medical settings. Interview questions addressed aspects of evidence-based practice (EBP) that are discussed or modeled for students. Supervisors also weighed the importance of each EBP element in their practice. Clinical expertise was given slightly more weight as compared to external scientific evidence and client/patient/caregiver perspective elements. However, individual responses were highly variable across participants. Suggestions for ensuring continued EBP instruction during off-site clinical placements is discussed.

Purpose Clinical supervisors play a fundamental role in enabling students to transform knowledge into clinical skills. The 2020 changes to Speech-Language Pathology Certification Standards will require speech-language pathologists who want to serve as clinical supervisors of applicants for certification to complete a minimum of 9 months of practice experience postcertification and 2 hr of professional development in the professional practice domain of supervision postcertification prior to overseeing a student in a clinical supervisor capacity. Conclusion This article describes a framework for clinical supervisors of graduate students to use based on the premise that supervision should be an intentional reflective activity. The authors describe how to plan for clinical education across practice settings, provide appropriate feedback, and use questions effectively. Supplemental Material https://doi.org/10.23641/asha.11528250