Graduate Preparation and Professional Development of Speech Language Pathology Students: A Grounded Theory Study

Abstract

This study describes a hierarchical model developed using grounded theory analysis of clinical development of speech-language pathology graduate students. Eight female students attending Auburn University’s speech-language pathology master’s program participated in interviews prior to beginning graduate training and after each subsequent semester. The interviews were divided into 3,792 meaning units that were categorized to create the model, which contained six layers. Results revealed a model that incorporated the interaction of individual experiences with the students’ academic, clinical, and supervisory experiences, which all influenced the clinical growth experienced by the students.