The Development of Clinical Self-Efficacy in Speech-Language Pathology Graduate Training: A Longitudinal Study

Abstract

Purpose: The study examined the development of speech-language pathology (SLP) trainee clinical self-efficacy (CSE)—defined as an individual's confidence in performing tasks related to speech and language assessment and intervention—over the course of graduate clinical training. The study also examined the relationship between preprogram experience and CSE as well as the relationship between trainee self-efficacy and clinical performance. Method: Participants, two cohorts of full-time SLP graduate trainees ( N = 75), completed a novel SLP-specific measure of CSE at the beginning, middle, and end of a 2-year master's program and provided background information and access to practicum evaluations. Results: CSE increased significantly at each point of assessment ( p < .001). Students reported lower levels of self-efficacy for tasks related to evaluation compared to administration/report writing, collaboration, communication, and counseling ( p < .001). Results also showed lower levels of intervention-related CSE compared to collaboration ( p < .001) communication and counseling ( p < .05). The variability in task-specific confidence decreased as training progressed; however, students' confidence in their evaluation skills continued to be lower relative to administration/report writing ( p < .05) and collaboration ( p < .01). Participants' prior clinical experience and preprogram training did not predict CSE; however, trainees with an undergraduate Communication Disorders (CD) major reported greater end-of-program self-efficacy than non-CD majors ( p < .05). Trainee CSE was not found to be related to instructors' assessment of clinical performance. Conclusion: Findings provided preliminary insights into the nature and development of SLP-specific CSE over the course of graduate training and point to the potential pedagogical value of further examining factors associated with graduate trainee CSE in the context of clinical education.