Background Clinical supervisors play an integral role in preparing podiatry graduates for clinical practice. Not enough is, however, known about how prepared podiatry clinical supervisors are for this role, in terms of training received and the challenges they face in the role. Informed by previous qualitative research, this study extends our understanding of what it means to be a clinical supervisor in podiatry. Methods An online survey comprising closed and open-ended questions gathered data from 67 registered podiatrists who were also clinical supervisors. Descriptive analysis was undertaken. Chi-square analysis was used to test independence between preparedness for supervision and variables of interest (e.g. training received). Item analysis was assessed using Cronbach’s alpha coefficients and Kendall’s Tau to determine whether statistically significant associations existed across the broad challenges previously identified (i.e. supervisor-specific, curriculum and students). Open-ended comments were analysed using content analysis. Results Generally, most supervisors (64%, 43/67) initially felt “ prepared” to supervise, despite the majority (58%, 39/67) not having received any training or educational support. Overwhelming, supervisors (97%, 65/67) considered universities responsible for ensuring quality clinical supervision. They perceived many of the previously identified supervisor-specific challenges (e.g. time-consuming), curriculum issues (e.g. limited hands-on patient contact in private practice placements) and student deficiencies (e.g. poor time management). Positive correlations were found across the three sets of challenges, with the strongest measure of association found between overall student deficiencies and overall curriculum issues (p < .001). Conclusion These findings contribute to a deeper understanding of clinical supervision in podiatry. The study identified inconsistent support for clinical supervisors from partner universities. This study found a clear desire and need for supervisor training. A partnership approach is recommended in which universities work with clinical supervisors to address their overall challenges in terms of supervisor professional development, paying attention to curriculum issues, and improving student preparedness during placements.

Introduction: Little is known about Australian podiatry students’ preparedness for clinical placement and graduates’ preparedness for clinical practice. This qualitative study explored clinical supervisors’ perceptions of podiatry students’ and graduates’ preparedness-related challenges and their recommendations for improvement.Methods: Eleven registered podiatrists who had supervised or were still supervising students were interviewed. Transcribed interviews were thematically analysed. Benner’s (1984) stages of clinical competence from novice to expert informed the study.Results: Clinical supervisors were divided about students’ preparedness for clinical placements, with their perceptions ranging from generally prepared (n = 2) to unsure (n = 5) to unprepared (n = 4). They commented on junior versus senior students, institutional differences and specific clinical skill deficiencies, e.g., scalpel debridement and patient communication skills. Perceived challenges for students on placement included poorly developed clinical skills and low self-efficacy, both stemming primarily from insufficient hands-on experience. Participants suggested that for improved placement preparedness, students required better quality clinical experiences and communication skills training. Being work-ready, which most graduating Australian podiatrists were reported to be, involved being safe and self-efficacious. Participants also suggested that a supportive clinical environment, an internship and more advanced interpersonal skills would facilitate preparedness. Conclusion: In terms of Benner’s (1984) framework, during training, podiatry students should be considered novices, and they should be considered advanced beginners on graduation. An entry-level graduate should not be expected to be competent across all areas of clinical practice. Hands-on clinical practice during placements was needed for moving successfully through Benner’s (1984) stages of clinical competence. While clinical supervisors believed that podiatry training generally prepared students for clinical practice immediately following graduation, they asserted that manual clinical and communication skills improvement is required for clinical placements.

Clinical supervision is critical for preparing podiatry students for clinical practice. However, little is known about clinical supervisors’ preparedness to supervise podiatry students in clinical practice. This exploratory qualitative study explored clinical supervisors’ perceptions of their preparedness to supervise podiatry students in Australia, in terms of their training, challenges and suggestions for improving supervision quality. Semi-structured interviews with 11 clinical supervisors (6 females, 5 males) were audio-recorded, transcribed and thematically analysed. Watkins’ (1990) four-stage model characterising supervisor development was used to inform analysis. Generally, clinical supervisors did not feel adequately prepared for their supervisory role, largely because of a lack of formal training. Challenges included the time burden of supervision, inconsistency regarding competence assessment standards, and student-related issues such as a perceived lack of interest. Recommendations for improving clinical supervision included a greater understanding of students’ learning needs and more training opportunities. Clinical supervisors were of the opinion that partnering universities were largely responsible for ensuring quality supervision practices. As clinical supervisors generally felt unprepared to supervise, this impacted on their self-efficacy. Greater role clarity, training and support is thus needed to ensure clinical supervisors are adequately prepared for the role and to facilitate progression through supervisory developmental stages.

Podiatry training institutions are responsible for preparing future podiatrists to be competent and safe practitioners. This follow-up study investigated podiatrists’ self-reported preparedness to practice through their ratings of various competencies. An online retrospective survey comprising closed and open-ended questions was distributed to registered and practising podiatrists in Australia and New Zealand. Of the 74 podiatrists who completed the survey, 75.7% felt “prepared” for clinical practice at graduation, with preparedness univariately associated with being female (p = .042), overall perception of clinical competence (p = .004), preparedness for clinical placement as a student (p < .001), theoretical knowledge (p < .001), manual skills (p = .002), and clinical competence standards (p < .001). Multivariable analysis identified preparedness for student clinical placement (OR = 8.95, 95%CI 1.92 – 41.76) and overall theoretical knowledge (OR = 19.29, 95%CI 3.76 – 99.13) being significantly associated with perceived preparedness for practice. Age, qualification, and graduation year were not associated with perceived preparedness. Positive clinical placement experiences enhanced their perceived preparedness, while limited clinical exposure hindered preparedness, potentially resulting in a probable theory-practice gap, and lowered professional self-efficacy. While generally feeling prepared to practice as podiatrists at graduation, they identified the need for additional hands-on learning with early patient exposure in diverse settings during their training, which should improve self-efficacy.