Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Continuum of
Professional Behaviors
A Tool for
Development/Evaluation
Lynn Drazinski, MA, CCC-SLP
Elizabeth McKerlie, MS, CCC-SLP
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Continuum of Professional Behaviors
A Tool for Development/Evaluation
Dependability
Professionalism
Interpersonal
Communication
Skills
Clinical Reasoning
and
Problem Solving
Commitment
to Advancing
Knowledge
Response to
Feedback
Stress
Management
Emerging
Evidences
organization and
preparation for
clinical day
Efficiently uses
unstructured time
Demonstrates
excellent
attendance
Demonstrates
punctuality
Completes
assignments on
time
Interacts with
socially acceptable
eye contact and body
language
Reads social cues
appropriately
Recognizes and
identifies problems in
the clinical process
Consults with
others to identify
problems and possible
solutions
Identifies
need for further
learning
Demonstrates
a positive
attitude toward
learning
Demonstrates
active listening
skills
Accepts
feedback with a
positive attitude
Recognizes
own stressors
Recognizes
distress in others
Refining
Manages schedule
Considers planning
for upcoming events
Demonstrates
flexibility
Recognizes own
limits in
knowledge/skills
Follows through
on commitments
Recognizes level
of effort required
for successful
treatment
Abides by ASHA
Code of Ethics
Abides by facility
policies/ procedures
Dresses
professionally
Demonstrates
awareness of and
sensitivity to societal
and individual
differences
Identifies positive
role models
Shows consideration
of and respect for
individual and societal
differences
Projects
professional image
Recognizes value of
professional meetings
Uses judgment
and sets limits in the
time and place for
topics of discussion
Actively
participates in
conversations in an
appropriate manner
States a problem
clearly
Prioritizes problems
Identifies potential
contributors to a
problem
Poses solutions to
problems
Identifies
consequences of
possible solutions
Welcomes new
learning
opportunities
Consistently
appears engaged
and invested
Seeks
feedback
Implements
changes in
response to
feedback
Establishes
outlets to relieve
stress
Manages time
and organizes
tasks to minimize
overall stress
Developed
Sets priorities
and adjusts as
needed
Delegates tasks
when appropriate
Exhibits ability
to multi-task
Uses session time
effectively
Independently
manages most daily
tasks
Remains
cognizant of
client’s overall
success
Demonstrates
accountability for
decisions
Exhibits openness to
contradictory ideas
Daily performance
elicits level of trust to
allow independence
Recognizes speech/
language treatment as
one aspect of client’s
life
Tactfully
communicates
perceptions and
opinions
Works
cooperatively with
others
Understands the
value of
collaboration
Accepts
responsibility to
develop solutions
Implements
solutions
independently
Evaluates the
effectiveness of
solutions and
outcomes
Sets personal
and professional
goals
Takes
initiative to
direct own
learning
Continues to
seek feedback
Develops plans
of action in
response to
feedback
Reconciles
differences in
opinion regarding
performance with
maturity and
sensitivity
Responds
calmly to urgent
or unsettling
situations
Maintains
professional
demeanor in all
situations
Time
Management
Developed by Lynn Drazinski & Elizabeth McKerlie (2009)
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
What is Professionalism?
A review of dictionaries resulted in the following
definitions:
Merriam-Webster: the conduct, aims or qualities that
characterize or mark a profession or a professional person
Wikipedia: A professional is a member of a vocation founded
upon specialized educational training
MSN/Encarta: the skill, competence or character expected of a
member of a highly trained profession
1
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
What is Professionalism?
A review of common qualities which characterize
professionalism from the fields of teaching, medicine and
business:
duty
accountability
appearance
knowledge
honor
compassion
altruism
commitment to excellence
integrity
demeanor
judgment
respect
communication
responsibility
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
What is Professionalism?
A review of literature in other health care professions
reveals professional behaviors are important. These
behaviors frequently involve our values, beliefs and
respect for others and are demonstrated in our
interactions with others in the workplace and
community. Also, it involves how we work with our
clients and other professionals.
This literature also suggests we can define a core set of
such professional behaviors for students in speechlanguage pathology. We can, therefore, teach, model
and evaluate such behaviors in an ongoing manner
throughout a graduate program of study.
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
What is Professionalism?
ASHA refers to “workplace” success skills that students need to
possess in the 21st century
1. Planning and priority setting
2. Organizing and time management
3. Managing diversity
4. Team building
5. Interpersonal savvy and peer relationships
6. Organizational agility
7. Conflict management
8. Problem solving, perspective and creativity
9. Dealing with paradox and learning on the fly
(ASHA 2000)
2
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
What is Professionalism?
Our opinion after literature review:
Professionalism involves use of knowledge and skills
Professionalism with respect to use of knowledge/skills is fairly
subjective without a tool to assist in recognition, development
and evaluation of such behaviors
Professionalism involves adding a humanistic quality
(compassion, integrity, respect) to the use of knowledge/skills
Professionalism involves personal values or behaviors/
characteristics which are sometimes difficult to explain/quantify
Beyond this, the definition of varies greatly!
but often easy to recognize when deficient or negative in nature
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Why should we address
professionalism explicitly?
Our rationale:
Personal experiences
Evidence of need
Ethical responsibility
Tasks of Supervision
Students’ rights
KASA limitations
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Survey of 90 CSD programs:
/
47.3% reported deficient professional skills
34.1% reported negative personal
20.9% sufficient to prevent graduation
characteristics
24.2% sufficient to prevent graduation
26.4% reported deficits in direct
client/supervisor contact
16.5% sufficient to prevent graduation
(Shapiro, Ogletree, & Brotherton, 2002)
3
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
ASHA Code of Ethics
Principle of Ethics IV
Individuals shall honor their responsibility to the
professions and their relationships with colleagues,
students and members of allied professions.
Individuals shall uphold the dignity and autonomy
of the professions, maintain harmonious interprofessional and
intraprofessional relationships, and accept the professions‘ selfimposed standards.
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
AHSA’s 13 Tasks of Supervision
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Assisting the supervisee in developing clinical goals and objectives.
Assisting the supervisee in developing and refining assessment skills.
Assisting the supervisee in developing and refining clinical management skills.
Demonstrating for and participating with the supervisee in the clinical process.
Assisting the supervisee in observing and analyzing assessment and treatment sessions.
Assisting the supervisee in the development and maintenance of clinical and supervisory
records.
Establish and maintain an effective working relationship with the supervisor.
Interacting with the supervisee in planning, executing, and analyzing supervisory conferences.
Assisting the supervisee in the evaluation of clinical performance.
Assisting the supervisee in developing skills of verbal reporting, writing, and editing.
Sharing information regarding ethical, legal, regularity, and reimbursement aspects of
professional practice.
12.Modeling and facilitating professional conduct.
13. Demonstrating research skills in the clinical or supervisory process.
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Students’ rights:
Students are afforded certain legal rights,
including right to evaluation and due process
Implies specific expectations, objective and
ongoing evaluation
Faculty are qualified and required to evaluate
student clinicians’ professional behavior and skill
development
(Shapiro et al., 2002)
4
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Knowledge and Skills Acquisition
The “KASA”
Summarizes the knowledge skills and
clinical skills delineated in the
Standards for the Certificate of Clinical
Competence
(ASHA, 2009)
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
The KASA
>170
Competencies
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Only three of them address
professional issues……………
KASA Standard IV-G
3. Interaction and Personal Qualities
a. Communicate effectively, recognizing the needs,
values, preferred mode of communication and
cultural/linguistic background of the client/patient,
family, caregivers, and relevant others.
b. Collaborate with other professionals in
case management.
d. Adhere to the ASHA Code of Ethics and
behave professionally
5
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
The tool’s development……
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Tiers of Professional Behavior
Development
Emerging
…………a foundation
Refining
………..an awareness
Developed
………..target for achievement across practicum
experiences.
(May, Morgan, Lemke,& Stonje, 1995)
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Time Management
Emerging
Refining
Evidences organization and preparation for clinical
day
Efficiently uses unstructured time
Manages schedule
Considers planning for upcoming events
Demonstrates flexibility
Developed
Sets priorities and adjusts as needed
Delegates tasks when appropriate
Exhibits ability to multi-task
Uses session time effectively
6
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Dependability
Emerging
Refining
Demonstrates excellent attendance
Demonstrates punctuality
Completes assignments on time
Recognizes own limits in knowledge/skills
Follows through on commitments
Recognizes level of effort required for successful treatment
Developed
Independently manages most daily tasks
Remains cognizant of client’s overall success
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Professionalism
Emerging
Refining
Abides by ASHA Code of Ethics
Abides by facility policies/procedures
Dresses professionally
Demonstrates awareness of and sensitivity to societal and individual differences
Identifies positive role models
Shows consideration of and respect for individual and societal differences
Projects professional image
Recognizes value of professional meetings
Developed
Demonstrates accountability for decisions
Exhibits openness to contradictory ideas
Daily performance elicits level of trust to allow independence
Recognizes speech/language treatment as one aspect of client’s life
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Interpersonal Communication Skills
Emerging
Refining
Interacts with socially acceptable eye contact and body language
Reads social cues appropriately
Uses judgment and sets limits in the time and place for topics of
discussion
Actively participates in conversations in an appropriate manner
Developed
Tactfully communicates perceptions and opinions
Works cooperatively with others
Understands the value of collaboration
7
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Clinical Reasoning and Problem Solving
Emerging
Refining
Recognizes and identifies problems in the clinical process
Consults with others to identify problems and possible solutions
States a problem clearly
Prioritizes problems
Identifies potential contributors to a problem
Poses solutions to problems
Identifies consequences of possible solutions
Developed
Accepts responsibility to develop solutions
Implements solutions independently
Evaluates the effectiveness of solutions and outcomes
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Commitment to Advancing Knowledge
Emerging
Refining
Identifies need for further learning
Demonstrates a positive attitude toward learning
Welcomes new learning opportunities
Consistently appears engaged and invested
Developed
Sets personal and professional goals
Takes initiative to direct own learning
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Response to Feedback
Emerging
Demonstrates active listening skills
Accepts feedback with a positive attitude
Refining
Seeks feedback
Implements changes in response to feedback
Developed
Continues to seek feedback
Develops plans of action in response to feedback
Reconciles differences in opinion regarding performance with maturity
and sensitivity
8
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Stress Management
Emerging
Refining
Recognizes own stressors
Recognizes distress in others
Establishes outlets to relieve stress
Manages time and organizes tasks to minimize overall stress
Developed
Responds calmly to urgent or unsettling situations
Maintains professional demeanor in all situations
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Suggestions for Use
Practicum Expectations
Periodic Review as needed
To address a need
To recognize an observed behavior
Mid-Term Evaluation
Final Evaluation
Student Self-Evaluation
Embedded in didactic and clinical courses
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Pilot Study
n=9
5=Strongly Agree……………………1= Strongly Disagree
This tool is useful for evaluating students’ professional behaviors
during a clinical placement.
This tool is useful for guiding students through the development of
professional behaviors during a clinical placement.
This tool is a good representation of the professional skills required
of an effective and ethical speech-language pathologist.
I will consider using this tool in the future.
mean response: 4.5
mean response: 4.4
mean response: 4.6
mean response: 4.5
9
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Pilot Study
n=9
Comments:
“Looks great. Yes, I think we would find this helpful.”
“This tool in some ways objectifies issues that are very
subjective and sometimes difficult to address. I definitely would
use this tool with students.”
“When they have these issues, that’s the kind of thing you want
to make sure you’ve thoroughly described in documentation.”
.”
“…would
“…
definitely use this tool with my student interns. It
gives me a concrete picture of the expectations and a
knowledge of what to look for when evaluating my
students. Thank you for doing this.”
“I like the way it is set up and the items it addresses. I will use it
for feedback on daily/weekly sessions.”
Rockhurst University
Learning, Leadership, and Service in the Jesuit Tradition
Contact:
Lynn Drazinski, M.A., CCC-SLP
[email protected]
Elizabeth McKerlie, M.S., CCC-SLP
[email protected]
References
American Speech-Language Hearing Association. (2000, January).
Responding to the changing needs of speech-language pathology
and audiology students in the 21st century: [A briefing paper for
academicians, practitioners, employers, and students.]
http://www.asha.org/academic/reports/changing.htm#5
American Speech-Language Hearing Association. (2009, February).
Knowledge and Skills (KASA) Summary Form for Certification in
Speech-Language Pathology.
http://www.asha.org/.../3B9B6A8F-4AA7-4203-8447-
Anderson, J.L. (1988)The supervisory process in speech-language
pathology and audiology. Boston: College-Hill.
http://encarta.msn.com/dictionary1861736699/professionalism.html
http
://encarta.msn.com/dictionary1861736699/professionalism.html
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References
Culbertson, D., Painter, J. & Carr, L. (2006). Professional behaviors
in audiology. Perspectives on Issues in Higher Education, 16,1216,12-13.
Makely,, Sherry. (2009). Professionalism in health care: A primer for
Makely
career success. New Jersey: Pearson Prentice Hall.
May, W. W., Morgan, B., J., Lemke, J.C., Karst,
Karst, G.M. & Stonje,
Stonje, H.J.
(1995, Spring). Model of abilityability-based assessment in physical
therapy education. Journal of Physical Therapy Education, 9(1), 33-6.
http://www.merriam--webster.com/dictionary/professionalism
http://www.merriam
Shapiro, D., Ogletree,
Ogletree, B, Brotherton,
Brotherton, W. (2002) Graduate students
with marginal abilities in communcation sciences and disorders:
prevalance,, profiles and solutions. Journal of Communication
prevalance
Disorders, 35, 421421-451.
http://en/wikipedia..org/wiki/Professional
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