This full-time, residential position is focused on supporting clinical education through supervision in the Center for Communication Disorders. The caseload includes mostly adult neurogenic disorders of cognition and language, dysphagia, and voice disorders. Experience with FEES and MBS is strongly encouraged. In addition to clinical education, the position provides an opportunity for classroom teaching and participation in simulation-based and interprofessional education.
POSITION PURPOSE
Clinical faculty are responsible for designing, delivering, assessing, and facilitating the acquisition of clinical competencies necessary for practice as a clinical fellow.
ESSENTIAL FUNCTIONS AND RESPONSIBILITIES
- The clinical faculty member will provide direct clinical education to MS MedSLP students, individually, in a group, synchronously, and asynchronously as judged appropriate and necessary during the delivery of unbiased, inclusive, client-focused care.
- Assessment planning
- Conducting the assessment
- Differential diagnosis using integrated clinical reasoning.
- Written and verbal communication of client status via assessment reports, plans of care, and daily documentation.
- Awareness of codes and billing practices relevant to the setting
- Devising and implementing a plan of care
- Developing and modifying the treatment plan based on data.
- Using materials and technology appropriate to the client’s needs and consistent with evidence-based practice
- Providing client/family/other education and support
- Collaborating with team members
- Professional behavior in the delivery of care
- Ethical provision of care
- Care consistent with the scope of practice as designated by ASHA and in compliance with state law and any other regulatory body, e.g. the Board of Education.
- Adaptation of care to meet cultural, linguistic, and personal needs.
- Identification and management of bias that may impact delivery of care.
- Modification of instruction, counseling, and education to meet specific audience needs.
- Clinical faculty perform all work-related activities with active awareness and continuing exploration of bias, justice, fidelity, and respect for autonomy.
Clinical faculty will monitor and document graduate student performance to maintain compliance with all relevant safety and infection control standards set by the MS MedSLP program or the university and in adherence to the ASHA Code of Ethics and state licensure.
Clinical faculty co-sign all clinical documentation within the electronic medical record.
- Clinical faculty complete midterm and final competency-based assessment of each student’s practice.
- Clinical faculty are responsible for establishing the correctness of clock hour records and be responsible for signing off on hours provided under their supervision.
- Clinical faculty will maintain active status with ASHA and state licensure.
- Clinical faculty engage in professional lifelong learning.
- Clinical faculty engage in ongoing development of their skills in clinical education.
- Clinical faculty engage in continuing education in diversity, equity, and inclusion, ethical practice, and areas of professional interest.
- Clinical faculty participate in the development and delivery of the MS MedSLP program.
- Clinical faculty engage in an average of 12 clinical education credit equivalent activities (clinical caseload, classroom instruction, lab mentoring, other) each semester. Clinical education credit equivalents can be found in the department manual.
- Clinical faculty participate in the development and review of curriculum and associated syllabi for all courses within the department to facilitate student acquisition of competencies that result in high quality patient care.
- Clinical faculty engage in program development and design, looking for innovative or more efficient methods of service delivery in collaboration with the department.
- Clinical faculty provide service to the department through project participation, support of the IPE program, and participation in simulation-based learning events.
- Clinical faculty provide service to the university through participation in university level committees or working groups and in projects as are deemed appropriate in collaboration with department directors.
- Clinical faculty provide service to the profession through participation in state, regional, or national events, committees, work groups, legislative initiatives, or conventions and through contribution of their expertise to same.
- Clinical faculty engage in scholarly activities as appropriate to their areas of interest.
PERFORMANCE MEASUREMENTS
- Regular active engagement in departmental processes.
- Maintenance of credit equivalent workload.
- Review of clinical and classroom education performance.
- Maintenance of up to date clinic requirements (documentation, NOMS, evalue, etc.).
WORKING REQUIREMENTS/CONDITIONS
Education/Certification:
A minimum of a MA/MS in Speech/Language Pathology with a certificate of Clinical Competence and a Utah license to practice as a Speech/Language Pathologist or demonstrated eligibility.
Required Knowledge:
Understanding of and adherence to FERPA regulations. Strong clinical knowledge relevant to the practice of speech/language pathology.
Strong working knowledge of developmental, speech language evaluation and treatment, social and pragmatic skills evaluation and treatment and/or medically-based speech language pathology.
Experience Required:
Clinical service provision, supervision of graduate students or clinical fellows, teaching.
Skills/Abilities:
Demonstrates the interpersonal skills needed to communicate in a tactful, sincere, effective manner with clients, families, graduate students and faculty.
INTENT AND FUNCTION OF JOB DESCRIPTIONS
Job descriptions assist organizations in ensuring that the hiring process is fairly administered and that qualified employees are selected. They are also essential to an effective appraisal system and related promotion, transfer, layoff, and termination decisions. Well-constructed job descriptions are an integral part of any effective compensation system.
All descriptions have been reviewed to ensure that only essential functions and basic duties have been included. Peripheral tasks, only incidentally related to each position, have been excluded. Requirements, skills, and abilities included have been determined to be the minimal standards required to successfully perform the positions. In no instance, however, should the duties, responsibilities, and requirements delineated be interpreted as all-inclusive. Additional functions and requirements may be assigned by supervisors as deemed appropriate.
In accordance with the Americans with Disabilities Act, it is possible that requirements may be modified to reasonably accommodate disabled individuals. However, no accommodations will be made which may pose serious health or safety risks to the employee or others or which impose undue hardships on the organization.
Job descriptions are not intended as and do not create employment contracts. RMUoHP maintains its status as an at-will employer. Employees can be terminated for any reason not prohibited by law.