Evaluation of an inter-professional training program for student clinical supervision in Australia

Abstract

BackgroundAs a response to an Australian shortage of clinical health, nursing, and medical placements, Commonwealth Government funding has been directed to expand student training opportunities and increase the competence and number of available clinical supervisors. This paper evaluates the application of a particular supervision training model for this purpose. It considers the model’s suitability and relevance across professions and its impact on supervisory knowledge, skills, and values as well as the intention to supervise students.MethodsThe design, delivery, and evaluation of a series of one-day introductory student clinical supervision training workshops for allied health disciplines, nursing, and medicine are considered. Participants evaluated Proctor’s model of clinical supervision, which was expanded by the trainers to incorporate diversity and power relations in student supervision.ResultsEvaluation results suggest that adapting Proctor’s model for student clinical supervision is relevant across a broad range of health disciplines and clinical areas. Participants from 11 health professions reported that the training improved their knowledge, skills, and values and expanded their willingness to accept student clinical placements. The outcomes are suggestive of enhanced clinical supervision intent, capacity, and capability.ConclusionsThe student supervision training improved participants’ confidence in their clinical supervision skills. The findings suggest that the training has the potential to extend capacity and capability for student supervision across health professions and in Health Workforce Australia’s identified priority areas of mental health, community health, rehabilitation, private practice, and non-government organisations. Findings also indicate that these gains are reliant on health organizations developing and sustaining cultures of learning.

Knowledge and skills needed to improve as preceptor: development of a continuous professional development course – a qualitative study part I

“…Clinical practice is agreed to be an essential part of all healthcare professions in which preceptors play an important role [ 1 , 3 ]. According to the Bologna Process in Europe, clinical education should be incorporated into all courses in Bachelor of Nursing programmes and constitute half of the programme [ 4 ].…”

Evaluation of professional supervision in Aotearoa/New Zealand: An interprofessional study

“…While recent studies have surveyed practitioners’ experience of supervision (O'Donoghue ), critiqued and compared different approaches to supervision (Gillieatt et al . ) and reported on the employment of a particular evaluation tool (Ayres et al . ; Milne et al .…”

Strategies for interprofessional facilitators and clinical supervisors that may enhance the emotional intelligence of therapy students

“…Whereas the practical and clinical reasoning skills are generally considered the domain of the professionspecific supervisor (Stagnitti, Schoo, & Welch, 2010 The majority of research into clinical placements for therapy students appears to focus on the role of the supervisor and the learning environment on the student's performance or satisfaction. Research reports that the relationship between the student and supervisor has a significant influence on student's satisfaction with a clinical placement (Chan, 2004;Gillieatt, Martin, Marchant, Fielding, & Duncanson, 2014;Proctor, 2001). Pront, Gillham and Shuwirth (2016) found the themes that underpinned quality clinical experiences and supervision were when the supervisor was able to 'partner', 'nurture', 'engage' and 'facilitate meaning' with the student.…”