Clinical Training of Graduate Students

Jordan, Karin

doi:10.1300/j001v21n01_03

Cited by 6 publications

(1 citation statement)

References 7 publications

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“…Haley, Minuchin, and Montalvo developed the concept and practice of live supervision (Storm, 1997) and it first garnered attention in Montalvo's (1973) classic paper. There is a substantial body of literature outside of nursing related to live supervision of clinicians involved in therapeutic conversations with individuals and families (Bartle-Haring, Silverthorn, Meyer, & Toviessi, 2009;Jordan, 2003;Morgan & Sprenkle, 2007;Storm, Todd, Sprenkle, & Morgan, 2001). In the family nursing literature, only a few instances of live supervision as a pedagogical strategy have been documented (Chesla, Gilliss, & Leavitt, 1993;Tapp & Wright, 1996;Wright, 1994).…”

Section: Context: Teaching Fsn In the Family Nursing Unitmentioning

confidence: 99%

Examining Pedagogical Practices in Family Systems Nursing

et al. 2012

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Teaching graduate family nursing students the important and delicate practice of entering into and mitigating families' illness suffering signifies an educational practice that is rigorous, intense, and contextual, yet not articulated as expounded knowledge. This study examined the pedagogical practices of the advanced practice of Family Systems Nursing (FSN) as taught to master's and doctoral nursing students at the Family Nursing Unit, University of Calgary, using observation of expert and novice clinical practice, live supervision, videotape review, presession hypothesizing, clinical documentation, and the writing of therapeutic letters to families. A triangulation of research methods and data collection strategies, interpretive ethnography, autoethnography, and hermeneutics, were used. Students reported an intensity of learning that had both useful and limiting consequences as they developed skills in therapeutic conversations with families experiencing illness. Faculty used an intentional pedagogical process to encourage growth in perceptual, conceptual, and executive knowledge and skills of working with families.

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Section: Context: Teaching Fsn In the Family Nursing Unitmentioning

confidence: 99%

Examining Pedagogical Practices in Family Systems Nursing

et al. 2012

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Professional Development Plans to Remedy Problematic Counseling Student Behaviors

Kress

Protivnak

2009

Couns Edu & Supervision

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Professional development plans (PDPs) are contracts used to address problematic student behaviors in counselor education. The PDP can be used to systematically document and address (a) faculty expectations of the student, (b) specific behaviors required of the student, (c) tasks in which the student and faculty will engage to facilitate student success, and (d) consequences if the student does not successfully address the expected tasks and engage in the required behaviors. A sample PDP is provided, and practice suggestions are discussed.

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