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Healthcare Externship
Handbook
SLHS 64900
A Guide for Graduate Clinicians in Speech-Language Pathology
Department of Speech, Language, and Hearing Sciences 715 Clinic Drive Lyles-Porter Hall
West Lafayette, IN 47907 2020
(revised Fall 2021)
Please visit our website to view all graduate handbooks: https://www.purdue.edu/hhs/slhs/graduate/handbooks.html
Jaime Bauer Malandraki MS, CCC-SLP, BCS-S
Healthcare Externship Coordinator
Office Phone: 765-496-0484 Fax: 765-494-0771
2
Table of Contents
Introduction to Healthcare Externships ...................................................................................... 3
Healthcare Interest and Planning Form........................................................................................ 4
Healthcare Externship Progress Checklist .................................................................................. 5
General Information .................................................................................................................... 6
Confirmation Letter .................................................................................................................... 8
Objectives ................................................................................................................................... 9
Extern Sites Contract Listings
Indiana ................................................................................................................................... 10
States Outside of Indiana ...................................................................................................... 13
Attendance Policy ....................................................................................................................... 21
Medical Externship Interview Experiences ................................................................................ 22
Problem Solving .......................................................................................................................... 23
Suggestions/Comments from Prior Students .............................................................................. 24
ASHA Supervision Standards ...................................................................................................... 29
End of Experience Clinical Education Checklis.… .......................................................................30
ASHA & IN State Contact & License Info Links ……………………………………………… 31
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Introduction to Healthcare Externships Healthcare Externships are scheduled as the last component of the MS-SLP clinical program. Students complete all on-campus coursework and all other clinical assignments before the Healthcare Externship is commenced. This clinical assignment must be at least 10 weeks* in length and must consist of full time hours length to meet the requirements of the Dept. of Speech, Language, and Hearing Sciences clinical practicum guidelines. Given that each workplace has its own workflow and scheduling conventions, full-time hours (35-40 hrs/week) can be obtained in 4 or 5 days—this will be at the discretion of the externship facility/clinical supervisors. Students enroll in SLHS 64900 for a minimum of two credits (P/F). Arrangements for this externship are made between Purdue University and the Healthcare Facility. Students must receive prior approval from the Department of Speech, Language, and Hearing Sciences to take part in this experience. In addition, a contract (Memorandum of Agreement) is required.
* Externships of 8 weeks in duration may be allowed in the presence of extenuating circumstances, but otherwise 10 weeks is the minimum requirement. The objectives for the Healthcare Extern Experience are:
to provide the student with a full-time transition experience between the university environment and professional employment,
to provide the student an opportunity to experience varied approaches and philosophies relating to the professional practice of Speech-Language Pathology and/or Audiology, including diagnostic and rehabilitation clinical practices,
to provide the student direct clinical experience in providing evaluation and treatment services,
to provide the student the opportunity for professional interaction with speech-language pathologists, audiologists, and other professionals in related disciplines, and
to provide the student the opportunity to experience the administrative structure and operations of either a speech-language or audiology program in which patient service delivery is the primary mission, which may include aspects of the following:
Roles and Responsibilities of members of a Rehabilitation Team,
Procedures for documentation of services, such as: chart notes and/or service delivery reports,
Introduction to the financial structure of health-related service delivery, such as: billing and reimbursement issues,
Total Quality Management, Outcome Measurement, and/or Consumer Satisfaction. This manual is designed to be used by Graduate Clinicians throughout the healthcare externship process.
4
HEALTHCARE INTEREST AND PLANNING FORM
Your Name: __________________________________________________________________
E-mail: ______________________________________________________________________
Expected Graduation Date: ______________________________________________________
Your Permanent Address: _______________________________________________________
Who is your academic advisor?___________________________________________________
Who is your clinical faculty advisor?________________________________________________
What undergraduate program did you attend? _______________________________________
Are you planning on doing an education externship? Check: Yes_____ No_____
Are you planning on doing two healthcare externships? Check: Yes_____ No_____
Are you planning on doing a thesis? Check: Yes_____ No_____
Where do you think (City, State) you will do your healthcare externship?
____________________________________________________________________________
Are there Hospitals, Rehabilitation Centers, etc. that you have considered?
____________________________________________________________________________
____________________________________________________________________________
Do you prefer to do an adult, pediatric, and/or pediatric/adult rotation(s)?
____________________________________________________________________________
____________________________________________________________________________
When will you do your Healthcare Externship? (For most of you this will be Summer, but those
of you doing 2 healthcare externships, this will be Spring and Summer.)
____________________________________________________________________
Questions/Comments:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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Healthcare Externship Progress Checklist (Use this as a guide. Not all steps will necessarily apply to all students/placements. When in doubt, ask! ) Read through this Healthcare Externship Manual Contact Externships and set an observation date to become familiar with program Notify Externship Coordinator of any visits or interviews Bring along a resume, list of classes to be completed by end of program and the healthcare
externship handbook Narrow choices of Externship to a maximum of two Set up an interview with top Externship choice ________ Receive confirmation from externship of placement. Respond to this by cc’ing the Externship
Coordinator on your email acceptance. If this was verbal, write an email to the externship to re-confirm and cc the Externship coordinator.
Complete the application packet within one month of being accepted by the healthcare
program Externship Coordinator contacts the Supervisor/Site and confirms that you will do your
externship there Healthcare Externship Coordinator (H.E.C.) sends out healthcare externship confirmation H.E.C. provides a copy of the letter sent to the Extern Starting dates and length of program are determined Supervisor(s) at your externship is determined and proof of ASHA membership & State
Licensure is provided to Purdue University via Calipso (Timeline varies by site) ________ Determine what requirements the facility requires of you before beginning externship (HIPAA,
Risk Management, Drug Testing, Background Check, Reading materials, Orientation, etc.) Registration for two credits (P/F) in SLHS 64900 is required Externship begins. Student Clinician becomes familiar with Healthcare Externships policies
and procedures. Pay particular attention to requirements that pertain to attendance, assignments, etc.
H.E.C contacts Externship 2-4 times during length of program Clinician enters hours weekly into Calipso and ensures signature by supervisor Evaluations completed by supervising SLP at mid-term and final (final evaluation must be in
Calipso) ________ Check-in emails are sent to graduate clinicians throughout the experience Completion of Externship (ensure all hours are signed and evaluation has been completed!)
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HEALTHCARE EXTERNSHIPS – General Information
Healthcare Externships may be completed at any medical facility, rehabilitation facility, or certain private practice facilities in which a practicum experience that has an emphasis in pediatric and/or adult care (including voice, dysphagia & neurogenics) can be appropriately provided. The Healthcare Externship must be supervised on-site by a certified speech-language pathologist (i.e., they must have their CCC). Graduate students are encouraged to begin consideration of possible places for the Healthcare Externship as soon as they begin the graduate program. The placement arrangements will be coordinated by Jaime Bauer Malandraki, M.S., CCC-SLP, Healthcare Externship Coordinator. The process for arranging the Healthcare Externship includes the following:
Student begins to consider possible sites for the Healthcare Externship that they wish to experience. Factors to consider in the selection include: client population, availability of supervision on-site, number of supervisors, length of commute from where you will be living during the externship, & location where you wish to be living during this final phase of your graduate program. NOTE: In the majority of cases, students initiate and drive the placement process, and ALL STATES are included as possible sites. This is an excellent opportunity to being working on your professional networking and interviewing skills. During the first year of the graduate program, visit potential sites that you are considering:
Look up places you in are interested in applying. If the HEC does not have contact info or
the info is no longer current, you will have to search for the information. This will require diligence on your part as this information is not always available online. You will want to reach out to Rehab and/or Speech and ask for the Therapy director or lead SLP.
Contact the director of the Dept. of Speech-Language Therapy, or a lead speech-language pathologist at the facility & explain that you are interested in visiting them. The purpose of your visit is to explore the possibility of doing a Healthcare Externship at their facility. Therefore, you would like to meet with them to learn about their SLP program, as well as to see the facility.
PUT YOUR BEST FOOT FORWARD with EVERY contact. When you visit the facility, dress professionally & ask questions that will allow you to gain the information you need to determine whether this would be a good place for your externship. Take a well-prepared resume that provides them with an overview of who you are, what your academic background includes, and what type (and potential dates) of externship you are seeking.
Since you will be visiting & considering more than one facility, you should not make a commitment to any facility at the time of your first visit unless you are 100% certain that’s where you want to go. Get the name & title of the contact person, their phone number, e-mail address, business card and the complete name and address of the facility. You MUST have this information to include in your Externship Application Packet that you turn in to Jaime Bauer Malandraki.
It would be helpful to ask about the patient caseload, length of externship typically required,
possible pediatric/adult rotations, and the type/amount of supervision offered. You may ask if there are skills they would like you to gain (e.g., familiarity with a particular assessment tool) before your placement.
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Plan to visit at least 1-3 possible sites for the Healthcare Externship.
After receiving an offer for your healthcare externship, you will need to complete the Healthcare Externship Confirmation Packet. You must submit to the Externship Coordinator so that formal placement arrangements can be made.
Important considerations:
Sites for Healthcare Externships may be in high demand. To make the best possible impression on a potential site, you should consider doing any/all of the following:
Volunteer to assist the SLP’s during your vacation/breaks.
Prepare a portfolio that demonstrates your clinical skills (lesson plans, reports, etc.).
Have a list of references (name, title, address, & phone number) available; in some cases you may be required to include letters of recommendation.
Some sites may require you to take a pre-externship exam. Don’t panic! This is a procedure that is used to determine what baseline information you would have when/if you work in their facility. DO tell them what courses you have not yet taken, but WILL take before you do a Healthcare Externship. The earlier you visit, determine your choices, and submit the Externship Application, the sooner you may be placed and a Memorandum of Agreement established. Many sites now arrange placements up to one year in advance.
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SAMPLE CONFIRMATION LETTER
June 18, 2020
Danielle Tingley, MS, CCC-SLP
Eskenazi Health
SLP Student Coordinator for Clinical Education
720 Eskenazi Avenue
Indianapolis, IN 46202
Dear Danielle,
This letter is to confirm the placement of Purdue graduate student Graduate Student for a speech-
language pathology externship at Eskenazi Health beginning approximately May 17, 20XX for 10 weeks.
Graduate Student will have completed appropriate course requirements and will have prior clinical
experience supervised by members of the Purdue Clinical Faculty. To qualify for an off-campus
externship our graduate students must have a minimum of a “B” average in both academic and clinical
course work, and must be approved by their major professor and the healthcare externship coordinator.
Students are also responsible for providing their own health insurance and professional liability insurance.
Evidence of such insurance shall be provided by the graduate student upon request.
The extern experience is a vital part of pre-professional training in the field of Communication
Disorders. Two main purposes of this experience are to enhance clinical skills and increase
understanding of the professional and administrative responsibilities of speech-language pathologists. To
this end, each student must be supervised by a staff member holding a current ASHA Certificate of
Clinical Competence in Speech-Language Pathology and have two-hours of CEUs in Supervision.
Participating supervisors are responsible for guiding, mentoring, and evaluating students and for
completing a few related forms for our accreditation report. When the externship has concluded, we
would like to receive a verification of the clinical clock hours recorded by the student, and an evaluation
that is available in Calipso. Your willingness to be involved in this training experience is greatly
appreciated.
You may contact me at [email protected]. I will be consulting with you several times
during the externship and I look forward to working with you to assist in making this a very positive
experience. Here is the link for our department’s healthcare externship handbook:
https://www.purdue.edu/hhs/slhs/graduate/handbooks.html
Sincerely,
Jaime Bauer Malandraki, MS,CCC-SLP, BCS-S
Clinical Assistant Professor
Healthcare Externship Coordinator
cc: Graduate Student
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Purdue University
Department of Speech, Language, and Hearing Sciences
The objectives for the Healthcare Extern Experience are:
to provide the student with a full-time transition experience between the university
environment and professional employment,
to provide the student an opportunity to experience varied approaches and philosophies
relating to the professional practice of Speech-Language Pathology and/or Audiology,
including diagnostic and rehabilitation clinical practices,
to provide the student direct clinical experience in providing evaluation and treatment
services,
to provide the student the opportunity for professional interaction with speech-language
pathologists, audiologists, and other professionals in related disciplines, and
to provide the student the opportunity to experience the administrative structure and
operations of either a speech-language, or audiology program in which patient service
delivery is the primary mission, which may include aspects of the following:
Roles and Responsibilities of members of a Rehabilitation Team,
Procedures for documentation of services, such as: chart notes and/or service delivery
reports,
Introduction to the financial structure of health-related service delivery, such as: billing
and reimbursement issues,
Total Quality Management, Outcome Measurement, and/or Consumer Satisfaction.
10
Purdue University has had contracts with the following: INDIANA HEALTHCARE EXTERNSHIP LOCATIONS (UPDATED: 8.1.20)
LOCATION CITY, STATE
A Step Ahead Indianapolis, IN
A Work in Progress Indianapolis, IN
Allisonville Meadows Fishers, IN
American Senior Communities Indianapolis, IN
Community Greenwood Indianapolis, IN
Community Hospital Munster, IN
Community Hospitals of Indiana, Inc. & Hospital South, Inc. (Community Hospital Hook Rehab)
Indianapolis, IN
Community Howard Regional Health Kokomo, IN
Cornerstone Autism Lafayette, IN
Courter Communications, LLC Carmel, IN
Cumberland Pointe West Lafayette, IN
Deaconess Hospital Evansville, IN
Easterseals Crossroads Indianapolis, IN
Easterseals Rehab Center Evansville, IN
Elkhart General Hospital Elkhart, IN
ENT Associates Fort Wayne, IN
Eskenazi Hospital Indianapolis, IN
Franciscan Health- Crown Point Crown Point, IN
Franciscan Health- Rensselaer Rensselaer, IN
Franciscan St. Francis Health Indianapolis, IN
Goshen General Hospital Goshen, IN
Hancock Regional Health Greenfield, IN
Hendricks Regional Health Danville, IN
Hopebridge Autism Treatment Center Lafayette, IN; Carmel, IN
Hopebridge Pediatric Specialists Kokomo, IN
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Hooverwood, The Indianapolis Jewish Home Indianapolis, IN
Howard Regional Health System Kokomo, IN
Indiana School for the Deaf Indianapolis, IN
Indy Pediatric Speech Solutions Indianapolis, IN
IU Health Arnett Lafayette, IN
IU Health Bloomington Bloomington, IN
IU Health (University Hospital, Methodist, North, Riley, West) Indianapolis, IN
Kindred Rehab Care (Regency Place) Lafayette, IN
Kingston Care Centers of Fort Wayne Fort Wayne, IN
Lafayette ENT Lafayette, IN
Lafayette Regional Rehabilitation Hospital (LRRH) Lafayette, IN
Life Care Centers Indianapolis, IN
Lutheran Hospital of Indiana, Inc. Fort Wayne, IN
Memorial Hospital South Bend, IN
Methodist Hospital Merrillville, IN
North Central Speech-Pathology Services Hobart, IN
Otolaryngology and Associates Indianapolis, IN
Paragon Rehabilitation, Inc. Indianapolis, IN
Parkview Memorial Hospital Fort Wayne, IN
Pediatric Physical Therapy Services Lafayette, IN
Porter Memorial Hospital Valparaiso, IN
Positive Result Therapies Kokomo, IN
Rehabilitation Hospital of Indiana Inc. “RHI”
Indianapolis, IN
Riverview Hospital
Noblesville, IN
Speech Pathways Lafayette, IN
St. Anthony Healthcare Lafayette, IN
St. Elizabeth Regional Health Lafayette, IN
St. Joseph Community Hospital of Mishawaka, Inc. Mishawaka, IN
St. Margaret Hospital and Health Center (Franciscan Health) Hammond, IN
St. Mary’s Hospital Hobart, IN
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St. Vincent’s Health Evansville, IN
St. Vincent Hospitals and Health Services Indianapolis, IN
Union Hospital Terre Haute, IN
University Place West Lafayette, IN
Veterans Administration Medical Center Indianapolis, IN
Voice Clinic of Indiana Carmel, IN
Wee Speak Lafayette, IN
Witham Memorial Hospital Lebanon, IN
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Purdue University has had contracts with the following: OUT-OF-STATE HEALTHCARE EXTERNSHIP LOCATIONS (UPDATED: 8.1.20)
LOCATION CITY, STATE
Adventist Healthcare Rehabilitation Rockville, MD
Advocate Christ Children’s Hospital Chicago, IL
Advocate Health Hazel Crest, IL
Akron Children’s Hospital Akron, OH
Alexian Brothers Hospital Network Schaumburg, IL
All Bright Therapies Chicago, IL
American Institute for Stuttering New York City, NY
Associates in Pediatric Therapy Louisville, KY
Atlantic Health System Morristown, NJ
Aurora Sheboygan Memorial Hospital Milwaukee, WI
Banner Health Phoenix, AZ
Barnes-Jewish Hospital St. Louis, MO
Barrow Neurological Institute at St. Joseph’s Hospital Phoenix, AZ
Baylor University Medical Center Dallas, TX
Bilingual Therapies Chicago, IL
Billings Clinic Billings, MT
Blaine Block Institute Cincinnati, OH
Briarwood Milestones Ann Arbor, MI
Brigham Women’s Hospital Boston, MA
California Pacific Medical Center San Francisco, CA
Cardinal Hill Rehab Hosp. Louisville, KY
Carle Clinic Association Urbana, IL
Case Medical Center Cleveland, OH
Cedars Sinai Medical Center Los Angeles, CA
Center for Bilingual SLP (The) Miami, FL
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Center for Life Skills
Solon, OH
Center for Pediatric Therapy Miami & Coral Gables, FL
Central Coast Language and Learning Center Monterrey, CA
Central DuPage Hospital
Winfield, IL
Central Florida Speech and Hearing Lakeland, FL
Central Maine Medical Center
Lewistown, ME
Centre for Neuro Skills Bakersfield, CA
Charlotte Speech and Hearing Clinic Charlotte, NC
Cheshire School Private Practice (Telehealth) Cheshire, CT
Child Serve Rehab
Johnston, IA
Children’s Healthcare of Atlanta
Atlanta, GA
Children’s Hospital/Mott Children’s Ann Arbor, MI
Children’s Hospital
Detroit, MI
Children’s Hospital
Cincinnati, OH
Children’s Hospital
Denver, CO
Children’s Hospital and Research Center Oakland, CA
Children’s Hospital Orange, CA
Children’s Hospital Los Angeles, CA
Children’s Hospital San Diego, CA
Children’s Hospital St. Louis, MO
Children’s Hospital and Health Center Pittsburgh, PA
Children’s National Medical Center Washington, D.C.
Chilton Memorial NJ
Christus Santa Rosa Healthcare San Antonio, TX
Christus Spohn Hospital Corpus Christi Corpus Christi, CA
CLASS Federal Way, WA
Cleveland Clinic Foundation (The) Cleveland, OH
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Cleveland Speech and Hearing Cleveland, OH
Coastal Healthcare Services Washington, D.C.
Columbia University Medical Center/Presbyterian Hospital New York, NY
Communication Innovations Therapy Madison, WI
Community Physical Therapy Orland Park, IL
Condell Medical Center Vernon Hills, IL
Connecticut Children’s Medical Center Hartford, CT
Cook Children’s Healthcare System Fort Worth, TX
CPT Rehab Addison, IL
Denver Health Medical Denver, CO
Drake Center Cincinnati, OH
Duke University Medical Center
Durham, NC
DuPont Children’s Hospital
Wilmington, DE
Durham Regional Hospital Durham, NC
East Ohio Regional Hospital
Martins Ferry, OH
East Tennessee Children’s Hospital
Knoxville, TN
Easterseals of Southern California Southern California
Edward Hospital
Naperville, FL
Emerson Hospital Concord, MA
Fraser Minneapolis, MN
Frazier Rehab Institute
Louisville, KY
Froedtert Milwaukee, WI
Gayle Goepfert Speech Associates Hershey, PA
Genesis Medical Center Davenport, IA
GF Strong Rehabilitation Centre Vancouver, BC
Goepfert Speech Associates Hershey, PA
Good Samaritan Hospital of Maryland, Inc. (The)
Baltimore, MD
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Good Shepherd Penn Partners Philadelphia, PA
Greater Baltimore Medical Center Baltimore, MD
Harborview Medical Center Seattle, WA
Hasbro Children’s Hospital Providence, RI
Healthpro Heritage Chicago, IL (other locations)
Health South Austin, TX
Heartland Healthcare MI
Helen Devos Children’s Hospital Grand Rapids, MI
Hennepin Co. Medical Center Minneapolis, MN
Henry Ford Health System Detroit, MI
Holy Cross Hospital Silver Spring, MD
Illinois Masonic Medical Center Chicago, IL
Ingalls Memorial Hospital Harvey, IL
Jackson Memorial Hospital Miami, FL
John F. Kennedy Medical Center Edison, NJ
Kennedy Krieger Institute Baltimore, MD
Kessler Institute of Rehabilitation Saddle Brook NJ
Lahey Clinic Boston, MA
Lancaster General Lancaster, PA
Long Island Jewish New Hyde Park, NY
Loyola University Medical Center Chicago, IL
Lurie Children’s Hospital of Chicago Chicago, IL
Magee Rehabilitation
Philadelphia, PA
Manor Care
MARIANJOY, Inc.
Wheaton, IL
Mary Free Bed Hospital
Grand Rapids, MI
Massachusetts General Hospital
Boston, MA
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M.D. Anderson
Houston, TX
Medstar (National Rehab Hospital) Washington, D.C.
Memorial Health University Medical Center
Savannah, GA
Memorial Herman (TIRR) Texas
Memorial Hospital
Colorado Springs, CO
Memorial Hospital Pawtucket, RI
Memorial Medical Center Springfield, IL
Memorial Regional Hospital Hollywood, FL
Mercy Health Muskegon, MI
Mercy Health Cincinnati, OH
Mercy Health Norton Rehabilitation
Norton Shores, MI
Mercy Medical Center
Cedar Rapids, IA
Merit Care Fargo, ND
Miami Children’s Hospital Miami, FL
Miami Valley Hospital
Dayton, OH
Milestone Therapy Mokena, IL
Morton Plant Hospital Clearwater, FL
Mount Sinai Medical Center New York, NY
Nassau University Medical Center
East Meadow, NY
National Jewish Health Denver, CO
NHC Murfreesboro, TN
Northwest Hospital Seattle, WA
Northshore University Health System Chicago, IL
Northwestern Memorial Healthcare Chicago, IL
Norton-Kosairs Hospital
Louisville, KY
NYU- Rusk New York, NY
Orlando Regional Healthcare
Orlando, FL
18
OSF Healthcare System
Peoria, IL
Pediatric Therapy Associates
Miami, FL
Presence Mercy Medical Center Aurora, IL
Provena St. Joseph’s
Joliet, IL
Rady Children’s Hospital
San Diego, CA
Rehabilitation Institute of Chicago Chicago, IL
Rehabilitation Institute of Michigan
Detroit, MI
Ridgeview Medical Center Chaska, MN
Rockford Memorial Hospital Rockford, IL
Rockton Schools (Telehealth) Rockton, IL
Rusk Rehab of NYU New York City, NY
Schwab Rehab Center Chicago, IL
Seattle Children’s Hospital
Seattle, WA
Sentara Hospitals Virginia Beach, VA
Sharp Rehabilitation Center
San Diego, CA
Shirley Ryan Ability Lab (RIC) Chicago, IL
Shriner’s Hospital for Children Chicago, IL
Silver Cross Hospital New Lenox, IL
South Miami Hospital, Inc.
Miami, FL
Sparrow Hospital Lansing, MI
Spaulding Rehabilitation Hospital Boston, MA
Speech & Hearing Center Washington, D.C.
Speech and Language Resources Framingham, MA
Spot on Therapies Naperville, IL
St. Agnes Healthcare Baltimore, MD
St. Elizabeth’s Hospital
Edgewood, KY
St. Francis Hospital
Tulsa, OK
19
St. John Hospital
Springfield, IL
St. John Medical Center
Tulsa, OK
St. Joseph Mercy Ypsilanti, MI
St. Joseph’s Hospital of Atlanta Atlanta, GA
St. Joseph’s Hospital and Medical Center
Phoenix, AZ
St. Louis Children’s Hospital
St. Louis, MO
St. Luke’s Hospital
Chesterfield, MO
St. Luke’s Medical Center
Milwaukee, WI
St. Mary’s Medical Center
West Palm Beach, FL
St. Mary Mercy Livonia, MI
St. Paul Rehab
St. Paul, MN
St. Thomas Health Murfreesboro, TN
Swedish American Hospital
Rockford, IL
Tampa General Hospital
Tampa, FL
Texas Children’s Hospital
Houston, TX
Thornapple Manor Hastings, MI
Tirr Memorial Hermann Houston, TX
Trinitas Regional Medical Center Elizabeth, NJ
Trinity Medical Center Rock Island, IL
Tucson Medical Center Tucson, AZ
UC Davis Health Sacramento, CA
UNC Hospitals Chapel Hill, NC
University Center for the Development of Language and Literacy
Ann Arbor, MI
University Health System Bexar County, TX
University of California at San Francisco
San Francisco, CA
University of Illinois at Chicago Chicago, IL
University of Kentucky Lexington, KY
20
University of Colorado Hospital Denver, CO
University of Michigan Health System (UCLL)
Ann Arbor, MI
University of Texas Medical Branch (UTMB)
Galveston, TX
University of Washington-Medical Center
Seattle, WA
University of Wisconsin Hospital Madison, WI
Veterans Administration Medical Center (The) Augusta, GA
Veterans Administration Medical Center (The)
Boston, MA
Veterans Administration Medical Center (The)
Chicago, IL
Veterans Administration Medical Center (The)
Danville, IL
Veterans Administration Medical Center (The)
Fort Howard, MD
Veterans Administration Medical Center
Lexington, KY
Veterans Administration Medical Center (The) Martinsburg, WV
Veterans Administration Medical Center (The)
Milwaukee, WI
Veterans Administration Medical Center (The)
Portland, OR
Via Christi Regional Medical Center
Wichita, KS
Virginia Commonwealth: University Medical Center of Virginia Richmond, VA
Wake Forest University Baptist Medical Center
Winston Salem, NC
Wake Med Cary Outpatient Rehabilitation
Cary, NC
Weisskopf Child Evaluation Center
Louisville, KY
Westmoreland Regional Hospital-The Barclay Rehab Center
Greensburg, PA
Wheaton Franciscan Healthcare/ Ascension Milwaukee, WI
White Plains Hospital White Plains, NY
William Beaumont Hospital
Royal Oak, MI
21
Attendance Policy
Purdue University requires that graduate Clinicians participate in their Healthcare Externship for
a minimum of ten weeks of full-time experience. Absences are to be avoided and must be
approved by your externship supervisor. The SLHS Externship Coordinator must be notified of
any absences. If you need to take time off (due to illness, critical family responsibilities, etc) you
must complete a minimum of 40 working days to receive a passing grade in SLHS 64900. If
there are any concerns about this, reach out to the Healthcare Externship Coordinator as early as
possible.
Purdue’s requirements are suggestions. Your healthcare extern supervisor will determine the
attendance policy. Some externships have strict policies regarding any days missed and these
days are usually added on to the original end date of the externship.
Establish the externship’s policy at the beginning of your experience. How many days will you
be able to take for personal or medical reasons? If days need to be made-up when will those
occur? At the end of your experience? On Saturdays? If your experience needs to be extended
please plan accordingly.
22
Medical Externship Interview Experience: From a past student:
Interviewing for my medical externship site was interesting, to say the least. Here are some
things to keep in mind:
Start Early!!!!!
Scout out several hospitals in the area where you’d like to be.
There are several reasons for this:
1. Some hospitals, unbelievably, will have already chosen someone (even
though you’re doing this almost a year-and-a-half in advance)!
2. Some hospitals have loyalties to particular universities!
3. Depending on the type of facility you have chosen (e.g., private vs. public),
getting an approved contract can take up to 10 months!
Don’t settle with a particular facility immediately. Although they may want to know
your decision immediately, you have A LOT of time here! Tell them you’ll let them
know within a week. Why?? You need to see what else is out there.
I visited three hospitals within a one week period during the spring break of my second
semester. I had the opportunity to see a variety of facilities (from county run to university
centered to rehabilitation only). It was well worth the time to visit each site. Had I chosen the
first one I visited, I definitely would have been disappointed in the long run.
I felt that all three of my interviews were very different from those of my fellow graduate
students. I didn’t have to take a test, nor did I encounter any grueling questions. Unfortunately,
you are attending these interviews early in your first year, so the knowledge you currently have
is quite under-representative of the expertise you will actually have at the conclusion of your
graduate career. Keep this in mind and don’t be afraid to reiterate this information, especially if
they’ve seen how few hours you have on your log cards. My interview was with the Head of the
Department of Speech Pathology, however, this is generally not the case. Most often you meet
with someone referred to as the “Externship Coordinator/Supervisor.” This person has the most
integral role in determining whether or not you will be accepted, what the length of the
externship will be, as well as providing much of your supervision while you are there. You want
to make sure you ask what the minimum length of the externship should be. This is because
SLHS states that it must be a period of at least 8 weeks, but many facilities prefer at least ten or
as many as twelve to fourteen. Ask about the caseload, in reference to acute versus rehabilitation,
as well as child versus adult. Most facilities are impressed that Purdue offers such a wide range
of courses, including Dysphagia, Pediatric Oral Motor, and Traumatic Brain Injury. This is
because other universities only offer this coursework as a portion of other courses. Much of the
interview focused on my interests and the areas in which I felt I would like more expertise. My
interview was very relaxed (in terms of pressure) in comparison to others, but I felt they learned
a lot about me, as I did them.
23
Problem Solving We know that your healthcare externship will be a positive and productive experience. However, if there are problems or if there is a conflict please follow these suggestions:
Step 1: Discuss the concern with the supervisor or student. A discussion should include information about learning styles and suggestions about the MOST beneficial supervisory style for you as a student clinician. Develop a plan to address areas of concern. Goals should be established.
In general, you should
1. Identify the problem in writing 2. Write down the steps that each of you will take to resolve the problem 3. Arrange a follow-up meeting to determine that progress is being made 4. Contact the Healthcare Extern Coordinator if you need advice in determining how
to present or resolve the problem. If the concern is not resolved: Step 2: Contact the Healthcare Extern Coordinator who will in turn hold a meeting with the
supervisor and the student. The H.E.C. will act as a facilitator. Failure to demonstrate identified competencies may result in: Step 3:
1. An extended placement, 2. Co-supervision by an additional supervisor or 3. Possible removal from the placement
ASHA Clock hours will not be granted for a grade of B- or less, an incomplete, or a “Fail” in SLHS 64900.
24
HEALTHCARE SUGGESTIONS/COMMENTS/IDEAS FROM PRIOR COHORTS!
1) YOUR CLINICAL SKILLS
a. I would recommend reviewing your CSCF from the first externship during the second
externship to pinpoint areas you've progressed in, as well as areas for additional growth.
2) RESOURCES
a. Make copies of every resource, therapy activity, and idea ...everything!! (As long as your
supervisor says ok to it!) This way you'll have an abundance of information/resources for
future use!
b. Use everyone as a resource, not only your supervisor, and discuss ideas/create
relationships with others (e.g., other teachers, PT's, OT's, and other professionals.)
Specifically having those conversations I think gave me different perspectives and
increased my knowledge on different therapy approaches as well as general knowledge
regarding different professional scopes.
c. My biggest suggestion would be to look through all the formal speech/language/cognitive
tests possible before leaving Purdue.
d. If you are working in a more specialized setting, take the time to study the specialty
before and during your externship. Don't be afraid to ask your supervisor for any
information they may have. If it's a big organization, chances are they have lots of
resources for you regarding many areas. I am working inpatient rehab but had interest in
learning about infant feeding-I asked for information about it and got a ton!
e. My suggestion is to take advantage of the resources (both people and therapy materials)
available to you during your externships. You're surrounded by people who have a wealth
of knowledge, so ask all the questions you can. If there's a handout or a worksheet that
you like, make a copy of it (if permissible). If there are certain phrases or wordings that
your supervisor consistently uses in his/her reports, write them down. Ask your
supervisors what materials they have found particularly useful and what they would
recommend for someone just starting. Externships are a time to learn as much as possible,
so don't be afraid to let your curiosity show!
f. Utilize their materials! It is great if you can bring in some of your own, but their materials
are yours to use and they will be much more appreciative if you can bring a new spin to
their old materials so they can continue to use your ideas in the future.
g. Email your supervisors early on and ask if they have any suggested readings for the
populations you will be seeing a lot of. I did this, and my supervisors gave me a lot of
research to read and learn ahead of time that has helped me greatly during therapy.
h. My advice for future classes regarding externships is to take advantage of the resources
available at their placements. It can definitely be overwhelming to begin a new placement
and take over the caseload within the first few weeks, but if you take some time to go
through materials and ask your supervisor about resources, it can be a great opportunity
to learn more. If they are in a setting where multiple disciplines make up the treatment
team, I highly recommend asking other professionals questions… and take notes! There
are so many things I wrote down the first few weeks that I would've definitely forgotten,
but I have compiled a lot of great resources and knowledge in a notebook.
i. Spend extra time planning and looking up materials your first couple of week. It will put
you ahead of the curve at the beginning and make a good impression. As you get used to
the clients and therapy you won't need as much time to plan.
j. I would advise them to really use their supervisors as resources about not only the
specific placement duties -- but also about general career advice.
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3) BEING CONFIDENT
a. Once you are treating patients independently or even co-treating, act like a provider and
not like a student! Speak with confidence so the patient knows they are well taken care
of.
b. Try to show as much confidence as possible even if you may not be feeling too confident
on the inside. I learned over the two years of grad school that appearing confident can
get you very far. Of course confidence comes with experience, but at your externship
have your game face on as much as possible and know that everyone at Purdue made sure
you are ready for this (and if you don't feel that way work on your game face in the
mirror and fake it until you do feel that way!!! It won't take long for it to all come
naturally).
c. You know more than you think you do. You should feel confident in your knowledge and
skills!
d. Be confident! We all know more than we think we do and it is important to show that at
your externships. Your supervisors appreciate your input, so do not be afraid to give it.
4) TERMINOLOGY
a. Google-google-google medical terminology you don't understand! Make a list because
you will most likely see the same terms over and over again.
b. For anyone coming to RIC, it would be helpful to review the main disorders that you may
see (types of stroke, dysarthria, TBI, encephalopathy, aphasia, dysphagia, etc.) and
maybe have some running ideas for therapy ideas for goals such as auditory
comprehension, expression, executive functioning, etc.
5) BE PREPARED FOR ANYTHING!
a. Even if you have your externship lined up a year and a half in advance it is possible that
it could fall through. Not likely, but possible! If something of this nature happens, don't
freak out like I did because it will all work out in the end (Jaime will save the day :)!). I
think that could apply to getting to your externship and it not being what you expected
also. If your mind is open and you are prepared for anything I think that will make it a
less stressful; and more meaningful experience in the end!
6) LEARNING OPPORTUNITIES
a. Take every opportunity you can in your externships. Even if it's not something you see
yourself doing in your career, if there's a learning opportunity, you only stand to benefit.
b. Ask a lot of questions and find opportunities to learn as much as you can. Your
supervisors want to help you and are able to help you find opportunities for observations
at other places. I was able to observe at the NICU and spend some time observing with
OTs and PTs. This was extremely helpful for me because I feel more confident that I
could refer children to them now.
7) WORK WEEK
a. Know that you’ll be in for some crazy hours. It's not unusual for me to end up putting in
an additional 1-3 hours for documentation outside the scheduled work week: I'm in
before 8 every day and there for 11-12 hours most days
8) TEAMS
a. Try to work with/observe other disciplines. I saw OT's, PT's, dieticians, respiratory
therapists, a developmental/behavioral team, and MD's (plastic surgeons, GI specialists,
developmental pediatricians). If you get to work with surgeons, try and observe a
surgery. I saw a double flap palatoplasty which really helped me understand what occurs
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anatomically with children with cleft palate. Observing others also helped me understand
what is in our scope of practice. If you have an outpatient placement, try and observe
inpatient too. It helped me understand how everything fits together
9) WE KNOW SO MUCH!
a. I would say that in general I think we were all so much more well-prepared than any of us
thought we were. It has been fun to get to use the knowledge that we worked so hard to
gain in class/clinic! That sounds cheesy but it is true. I would also tell them that it is a
very valuable trait to be able to complete paperwork quickly but thoroughly. If it takes
too much time, it will take away from your experience. You don't want to be too bogged
down with paperwork! I was thankful that my supervisor highly advised that my
treatment notes not take too long.
10) JOURNAL
a. Make a "goal" sheet as you're writing evals/individualizing goals for patients. This is one
area I felt lagging in after leaving campus. It's impossible to get good at EVERYTHING
by the time you leave Purdue, and goal writing is one of those things I had a tough time
with at first. I've had to come up with some pretty general goals that I now use often and
some really specific goals for the "special cases." They are great to have as a reference
when you need to get creative.
b. Make copies of all activities you use during your externship. Start a "bank" of different
tasks so you have something to go off of during your first job. Use file folders (or some
sort of organization) to separate language/cognition and all their subcategories (e.g.
expression - verbal and written, comprehension - reading and auditory, cognition -
memory, problem solving/reasoning, attention/concentration, visuospatial, numerical
reasoning, executive functioning, etc.) This has been so helpful for me to organize
different tasks, and now I have hundreds to start with thanks to my supervising SLP!!
c. Keep a notebook throughout your placement to write down any new terms you encounter
and their definitions. Especially in inpatient, there is an entirely different language
through which medical professionals communicate and some of your success at your
placement hinges on being able to understand those terms. You can also write down
acronyms, as a lot of docs will write many in their notes without defining them.
11) OBSERVE
a. Observe as many different clinicians as possible. This is the last true observation time
you get, and you'll want to see as many different styles as possible to determine what you
think you like and what you may not like so much.
b. Try to observe other disciplines if they will let you at your placement. Some of the most
valuable experiences I gained at my externships were when I branched out and observe
OT, PT, social work, etc. This is the last opportunity you will have as a "student" in
name, so make it count and learn all you possibly can.
12) ASK QUESTIONS
a. My suggestion for the next class is to not be afraid to tell your supervisor(s) where you
would like more help/additional experience. I wasn't feeling very strong with goal
writing, so I told my supervisors I'd like more practice, and they were appreciative that I
told them.
b. Ask to see things while you are there!!! I have really taken advantage of being at a large
hospital. I've often asked my supervisor if I can see a specific kind of patient or see
another aspect of speech (e.g., inpatient peds, outpatient peds, outpatient adults, the voice
center, etc.). I have even asked to spend the day with different supervisors within
27
inpatient adult. My supervisor is more than willing! Don't feel like you need to stay in
that one setting for the whole summer. This is a prime opportunity to find out what
interests you and what doesn't.
c. Even if your supervisors aren't comfortable letting you take over some aspect of their job
(making diet recommendations, filling out Medicaid paperwork, etc.) ask if you can give
it a shot, they can give you feedback, and then they can complete the actual work. It helps
to get in all the practice you can even if they technically won't allow you to do it. Also,
consider getting practice with situations you may not encounter during your externship
but could in a job. For example, if you don't get practice writing goals for a certain kind
of client, ask to go over some hypothetical situations.
d. Requesting written feedback every week has been very helpful for seeing growth. If you
or your supervisors aren't documenting it, it is would be very easy to forget the good
things you did each week.
e. When appropriate once at your externship, make sure to ask for extra opportunities to
observe/participate if you want to learn more. For example, by asking, I was able to
observe pediatric OT and PT services when we had outpatients cancel. I also got to
observe another SLP do a 2-month infant VFSS and another SLP that worked with
different populations. If I hadn’t asked, I wouldn’t have gotten those opportunities.
Usually, people were more than happy to host an extern when I asked my supervisor for
help arranging the experiences.
f. If they don't give feedback readily, make sure you ask for it. It can be quite a shock if you
hit midterm and you have a different feeling for how your externship is going than they
do. Be honest with them about where you thought you could improve from specific
sessions and ask for their suggestions.
g. Take advantage of new opportunities. On our "slow" days, I have tried to be assertive
about observing other disciplines, and found all to be interesting and valuable
experiences!
h. Ask lots of questions! Your supervisor(s) are there to teach you and share their
knowledge base with you, take advantage of what they have to offer!
i. Ask to observe other therapies (OT, PT, etc.) if possible. Or even ask to observe at
another facility if they offer something that's not at your placement (I observed at a Level
3 NICU)!
j. Never be afraid to ask for help. Sometimes it is difficult to admit you don't know
something, but it is way worse to go on without knowing the correct answer/way to do
something!
k. Always ask for feedback/advice and keep communication open. It's helpful to me to ask
my supervisor what she would have done differently after I lead a session.
l. Ask for observation opportunities with other SLPs who work there and who might
specialize in something different. I've learned a lot from these observation opportunities,
and sometimes it's nice to get a different perspective.
13) BE YOURSELF!
a. Be friendly with all assistants, aids, techs, etc. These people can make your job a lot
easier!
b. Make an effort to get to know all of the SLPs on the team your first week at the
externship. It makes your position there more comfortable and "semi-permanent" instead
of just a short time student. Also, chances are you'll share clients and need to discuss their
cases or be supervised by the other SLPS when your supervisor is unavailable.
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14) MISCELLANEOUS
a. Ask your facility if they will be providing you with scrubs before going out and buying
your own! You will most likely never wear that particular color again and they are oddly
expensive.
b. See if you could stop in and observe for a day before you start. I was totally blown away
by the diversity of my patients, their backgrounds and their disorders, and having a little
more time to process everything I think really would've helped
c. Always be thinking about how the things you're learning fit into the "big picture"
d. I would encourage students to get some experience with FEES interpretation. I think we
get a lot of experience interpreting VFSS (particularly at the IUHA), but I wasn't very
familiar with FEES (luckily I caught on quickly). Watching flexible endoscopy at ENT
was helpful in preparing me for FEES interpretation.
e. If leaning toward medical setting interest, consider two healthcare externships vs. only
one. Talk with an advisor, previous students, etc to get an idea of the pros and cons of
two vs one healthcare externship. (I somewhat regret not considering this more
seriously).
f. When you go to perspective externship sites for observations/interviews, make sure you
consider who your supervisor would be just as much as (if not more than) you consider
the placement/facility itself. The majority of your learning and day-to-day experiences
will rest on your supervisor. Make sure the person seems like he/she will mesh with your
personality, learning style, and interests to ensure you have the most enjoyable and
beneficial externship experience.
15) BE UP FOR A CHALLENGE
a. Be up for a challenge (in your externships and all your placements). Of course, don't do
anything you're uncomfortable with, and a good supervisor should never make you feel
out of your depth, but try and push yourself to do new things at your externship like
working with a population you didn't think you had any interest in. You will learn about
an area you weren't necessarily interest in and you will definitely learn a lot about
yourself.
b. DON'T PANIC BEFORE! Your supervisor knows you are a student and will not expect
you to know everything! Remember, it is part of your education and a learning
experience. They know that they will have to teach you and help you master certain
skills!
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American Speech-Language-Hearing Association Membership & Certification
Speech-Language Pathology Standards & Implementation Procedures 2020
https://www.asha.org/certification/2020-slp-certification-standards/
Standard V-E
Supervision of students must be provided by a clinical educator who holds ASHA
certification in the appropriate profession and who, after earning the CCC-A of CCC-SLP,
has completed (1) a minimum of 9 months of full-time clinical experience, and (2) a
minimum of 2 hours of professional development in clinical instruction/supervision.
The amount of direct supervision must be commensurate with the student’s knowledge,
skills, and experience; must not be less than 25% of the student's total contact with each
client/patient; and must take place periodically throughout the practicum. Supervision
must be sufficient to ensure the welfare of the individual receiving services.
Implementation: Beginning January 1, 2020, clinical educators and clinicians who
are involved in the preparation of student clinicians, and who provide guided observation
and supervision of clinical practicum hours, must (a) hold the CCC-A or CCC-SLP and
have completed a minimum of 9 months of full-time, post-certification (or its part-time
equivalent) clinical experience, and (b) must complete 2 hours of professional
development/continuing education in clinical instruction/supervision. The professional
development/continuing education must be completed after being awarded ASHA
certification and prior to the supervision of a student. Direct supervision must be in real
time. A clinical educator must be available and on site to consult with a student who is
providing clinical services to the clinical educator's client. Supervision of clinical practicum
is intended to provide guidance and feedback and to facilitate the student’s acquisition of
essential clinical skills.
In the case of CS, asynchronous supervision must include debriefing activities that are
commensurate with a minimum of 25% of the clock hours earned for each simulated
individual receiving services.
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WRAPPING UP YOUR HEALTHCARE EXTERNSHIP – CALIPSO REQUIREMENTS
MY CLINICAL EDUCATION CHECKLIST
- You must complete / ensure completion of the following:
o All hours must be entered and signed off on weekly. It is your responsibility to
ensure that you and entering these on time and that your supervisor is signing them. Doing this in a timely manner allows for easier monitoring to ensure that you’re on track for meeting your graduation requirements. All hours must be signed by the end of your healthcare externship.
o CSCF – You and your supervisor must both sign off on your end of semester
evaluation before the end of your experience. This can be done anytime during your final week.
Please note: SLHS 64900 is Pass/Fail. ASHA Clock hours will not be granted for a grade of B- or less, an incomplete, or a “Fail” in SLHS 64900.
o You must also complete the following (available in Calipso). These are
valuable to future students interested in your placement/supervisor. SUPERVISOR FEEDBACK FORM EVALUATION OF OFF-CAMPUS PLACEMENT FORM
- Verify you have met the following requirements:
o KASA FORM – If you have concerns about your KASAs as your program winds down, please be proactive and contact Dr. Loudermill and/or Vicki Black.
o Program REQUIREMENTS (Reminder!):
You must have had at least 325 clock hours at the graduate level. You must have completed a minimum of 400 clock hours of supervised
clinical experience in the practice of speech-language pathology, including 25 hours in clinical observation and 375 hours in direct client/patient contact.
25% of your diagnostic/treatment sessions were directly supervised.
A+ 97%-100%
A 93%-96%
A- 90%-92%
B+ 87%-89%
B 83%-86%
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ASHA State by State License and Advocacy Info: https://www.asha.org/advocacy/state/ The link above provides information to regulatory and license requirements for all 50 states. The best source of information for a specific state will always be that states licensing board, but this is a great resource for general information.
Indiana State Contact Information
Speech and Hearing Association
Indiana Speech-Language-Hearing Association Central Office 2346 South Lyndhurst Drive #D101 Indianapolis, IN 46241 Phone: 317-916-4146 E-mail: [email protected]
For meeting information, visit the http://www.islha.org/
State Regulatory Agencies
Speech-Language Pathology and Audiology Licensing Indiana Professional Licensing Agency Attn: SLPA Board 402 West Washington Street; Room W-072 Indianapolis, Indiana 46204 http://www.in.gov/pla/speech.htm Phone Number: (317) 234-2067 E-mail: [email protected] Education Agency Contacts Licensing – Communication Disorder Indiana State Department of Education South Tower, Suite 600 115 W. Washington Street Indianapolis, IN 46204 (317) 232-9010
https://www.doe.in.gov/licensing/communication-disorder
