Adopting the 2:1 Model of Clinical Supervision: Advantages for clinical educators and students

Bennett, Rosalie

doi:10.1016/s0031-9406(05)60941-8

Cited by 8 publications

(9 citation statements)

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“…This type of allegiance can be conceptualised as brand loyalty, with the University representing the brand. The students' relationship with 'using the brand' appears to create a sense of loyalty which extend to actions beyond graduation [32].…”

Section: Discussionmentioning

confidence: 99%

“…Volunteering for the clinical educator role increased capacity scores. It would seem natural that individuals that choose to undertake a role are more likely to be well disposed towards it, as it is perhaps viewed as vocational rather than compulsory [32]. A requirement for an increase in placements allocations may result in staff having to take on these roles.…”

Section: Discussionmentioning

confidence: 99%

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Identifying factors which enhance capacity to engage in clinical education among podiatry practitioners: an action research project

Abey

Lea

Callaghan

et al. 2015

Journal of Foot and Ankle Research

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BackgroundHealth profession students develop practical skills whilst integrating theory with practice in a real world environment as an important component of their training. Research in the area of practice placements has identified challenges and barriers to the delivery of effective placement learning. However, there has been little research in podiatry and the question of which factors impact upon clinical educators’ capacity to engage with the role remains an under-researched area. This paper presents the second phase of an action research project designed to determine the factors that impact upon clinical educators’ capacity to engage with the mentorship role.MethodsAn online survey was developed and podiatry clinical educators recruited through National Health Service (NHS) Trusts. The survey included socio-demographic items, and questions relating to the factors identified as possible variables influencing clinical educator capacity; the latter was assessed using the ‘Clinical Educator Capacity to Engage’ scale (CECE). Descriptive statistics were used to explore demographic data whilst the relationship between the CECE and socio-demographic factors were examined using inferential statistics in relation to academic profile, career profile and organisation of the placement.ResultsThe survey response rate was 42 % (n = 66). Multiple linear regression identified four independent variables which explain a significant proportion of the variability of the dependent variable, ‘capacity to engage with clinical education’, with an adjusted R2 of 0.428. The four variables were: protected mentorship time, clinical educator relationship with university, sign-off responsibility, and volunteer status.ConclusionThe identification of factors that impact upon clinical educators’ capacity to engage in mentoring of students has relevance for strategic planning and policy-making with the emphasis upon capacity-building at an individual level, so that the key attitudes and characteristics that are linked with good clinical supervision are preserved.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Identifying factors which enhance capacity to engage in clinical education among podiatry practitioners: an action research project

Abey

Lea

Callaghan

et al. 2015

Journal of Foot and Ankle Research

View full text Add to dashboard Cite

show abstract

“…37,38,[45][46][47] These individuals were seen to actively seek feedback and opportunities for their own development as educators, taking advantage of learning opportunities from a variety of sources. 37,38,48 Experts were reported to have an openness to students as a source of learning and behave as highly reflective individuals who examine personal practice within the context of teaching, learning and relationships. [37][38][39]43,49 "Expert clinical educators were described as individuals with a desire, motivation and enthusiasm for personal growth and improvement"…”

Section: Characteristics Of Expert Clinical Educatorsmentioning

confidence: 99%

Clinical educator expertise: A scoping review

Evans,

Penman,

Thomson

2024

The Clinical Teacher

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BackgroundAllied health clinicians supervising healthcare students in workplace learning play a key role in a learner's progression to autonomous practice, yet expert educator practice is not well understood. How expert clinical educators in allied health professions are defined, enact their role, develop educational expertise and bring value to workplace learning is unclear.MethodsA scoping methodology was chosen to understand what is known about clinical educator expertise in allied health, focusing on definitions, characteristics, impacts and development. Searching seven databases, the authors used an iterative, systematic approach to the selection, collation and analysis of peer‐reviewed and grey literature.ResultsWithin 21 included papers, diverse terms and definitions were used to describe expert clinical educators across 9 allied health professions and 5 countries. Expert educator characteristics included advanced skills in facilitating learning, the ability to build positive relationships with learners and a proactive attitude to developing personal supervision skills through reflection. Impacts were identified for learners and educators, and the few sources examining educator development found that expert practice grows in a dynamic, multi‐mode, non‐linear fashion.ConclusionA comprehensive picture of the expert clinical educator in allied health is not yet conceptualised, despite some characteristics being associated with expertise. The differences between expert and less proficient educators are unclear with little examination of the impacts, value or development of expert educator capabilities. We offer a framework for future research and advocate for focused studies that examine clinical educator expertise, to enhance approaches to professional development and recognition of excellence in clinical educator practice.

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“…Despite the growing importance of intercultural education as a reflection of educational policies and practices in order to reduce prejudice, identity conflict, and power struggles in societies with ethnic, linguistic, religious, and sexual differences, little research has been conducted on the subject in our educational context. Intercultural education promotes multiculturalism by ensuring democratic values [14]. the primary goal of intercultural education is to teach pupils how to coexist in a diverse society [15,16].…”

Section: Introductionmentioning

confidence: 99%

Examining Intercultural Communicative Competence in Collectivist and Individualistic Efl Teachers

2023

IJCMER

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Teaching English as a Foreign Language (TEFL) is an indispensable part of any educational setting and the need for high quality teachers is getting more crucial. Intercultural Communicative Competence (ICC) is the capacity to understand one’s own and other cultures and to communicate effectively and appropriately with those of other cultures. Language teachers are required to have an acceptable perception of ICC. Among the personality traits, being collectivist or individualistic is under study to find the possible effect/relationship on different aspects of teachers’ performance in real classes. This study is an attempt to investigate the difference in intercultural competence between collectivist and individualistic Iranian EFL teachers. To this end, the researcher administered Mostafaei’s, Alaei’s and Nosrati’s (2018) ICC questionnaire and Singelis’ et al. (1995) collectivists individualistic questionnaire to collect data from EFL teachers. After two months of data collection, 106 teachers responded to the items of both questionnaires. The data were analyzed through running independent samples t tests to find the difference between collectivists/ individualistic groups of teachers regarding their responses to ICC questionnaire. The results revealed that there is a significant difference between these groups and collectivists teachers had a higher mean in comparison to the mean score of individualistic teachers. Moreover, the results of further analysis showed that there is no significant difference between male and female EFL teachers regarding their responses to the ICC questionnaire. The results can be beneficial for both administrators and teachers.

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Adopting the 2:1 Model of Clinical Supervision: Advantages for clinical educators and students

Cited by 8 publications

References 0 publications

Identifying factors which enhance capacity to engage in clinical education among podiatry practitioners: an action research project

Identifying factors which enhance capacity to engage in clinical education among podiatry practitioners: an action research project

Clinical educator expertise: A scoping review

Examining Intercultural Communicative Competence in Collectivist and Individualistic Efl Teachers

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