Promoting and Providing Expert Guidance in Work-intensive Clinical Settings

Abstract

This paper discusses how expert guidance can be best provided in work intensive clinical settings. The adequacy for supporting learning in the clinical practicum for health care disciplines is often complicated by the intensive work practices in healthcare settings. Often, clinicians' work is so intense that the scope for providing close guidance for students is quite restricted. The case advanced here draws on a range of empirical work to propose how clinician-student interactions might be optimized through the provision of a clinical supervisor to assist clinicians Vocations and Learning (2010) 3:141-156

Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains

“…Analysis of three-dimensional visualizations indicated that experts had more fixations than novices, so modeling the patterns of visual search may provide perceptual procedure cues on how to navigate in complex environments (Wilson et al 2010). Third, attentional guidance may improve not only detection and the order of visual search, but also reasoning (Henderson et al 2010). Grant and Spivey (2003) indicated that cognitive processing is sometimes the result of attention and eye movements, so expert gaze replay may improve skilled thinking (Kuhn 2009).…”

A framework to develop a clinical learning culture in health facilities: ideas from the literature

“…2007). Asking questions can encourage students to think about situations and reflect on the patient care that they are observing or assisting without excessive demands on the nurses' time (Henderson et al. 2010b; Orland‐Barack & Wilhelem 2005).…”

“…The information gained can assist managers to recognize the learning needs of their staff in clinical areas, for example, if staff do not readily engage with students and novices, the management team can be prompted to explore educational programmes and initiatives that can develop nurses skills to guide and facilitate the learning of others (Henderson et al. 2010b; Williamson et al.…”

Commentary on Williamson GR, Callaghan L, Whittlesea E, Heath V (2011) Improving student support using placement development teams: staff and student perceptions. Journal of Clinical Nursing 20, 828–836

“…The difficulty arises in how the roles and responsibilities of new teams are constituted and implemented. A recent extensive review of the literature identifies that communities of practice are best established when clinical staff are supported by clinical education staff (Henderson et al. 2010a).…”

“…2010a). The role of a supervisor of clinical education is described as providing support through coaching clinicians around effective learning interactions and engagement with students when they are delivering care (Henderson et al. 2010a).…”