The lived experiences of clinical educators with implications for their preparation, support and professional development

Higgs, Joy; McAllister, Lindy

doi:10.1111/j.1473-6861.2005.00097.x

Cited by 38 publications

(29 citation statements)

References 26 publications

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“…More effective supervisor training is one mechanism for addressing some of the stresses associated with student supervision and could lead to improved CE experiences. 26 The importance of CI training for effective and positive CE experiences, and of lack of training as a barrier to participation in CE, has been reported elsewhere, 25,26,28,29 but the literature on physiotherapy CE is sparse. In a nursing study, attendees at supervisor training workshops reported a better appreciation for the role of preceptor and a greater understanding of the placement expectations, which gave them confidence for the supervisory process.…”

Section: Discussionmentioning

confidence: 99%

An Exploration of Canadian Physiotherapists' Decisions about Whether to Supervise Physiotherapy Students: Results from a National Survey

Hall

Poth²,

Manns

et al. 2016

Physiotherapy Canada

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Purpose: To explore Canadian physiotherapists' perceptions of the factors that influence their decisions whether to supervise students in clinical placements. Methods: Using accepted survey development methodology, a survey was developed and administered to 18,110 physiotherapists to identify which factors contribute to the decision to supervise students. The survey also gave respondents opportunities to provide comments; these were analyzed via directed content analysis, using the factors identified in an exploratory factor analysis as an organizing structure. Results: A representative sample of 3,148 physiotherapists responded to the survey. Qualitative analysis of respondent comments provided a rich understanding of the factors contributing to the decision on whether to supervise students, which centred on themes related to stress, workplace productivity, the evaluation instrument, student preparation, and physiotherapists' professional roles and responsibilities. Challenges specific to loss of income and the ethics of charging for student services in private practice were also identified. Conclusions: Supervising students can be stressful, and stress is perceived by respondents to be most influential in deciding whether to supervise students. Effective supervisor training may mitigate some of the stresses related to supervising students. A collaborative approach involving all stakeholders is needed to resolve the issues of student placement capacity.

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Section: Discussionmentioning

confidence: 99%

An Exploration of Canadian Physiotherapists' Decisions about Whether to Supervise Physiotherapy Students: Results from a National Survey

Hall

Poth²,

Manns

et al. 2016

Physiotherapy Canada

View full text Add to dashboard Cite

show abstract

“…Narrative inquiry, a research technique widely used in the study of teachers' experiences (e.g., Beattie, 1995;Connelly, 1986, 1991) involves examining research participants' stories to identify recurrent themes and concerns and, as in this case, constructing themed stories to represent the collective and varied experiences of clinical educators. Further discussion of the narrative findings of the research is found in Higgs and McAllister (2005) and McAllister (2003).…”

Section: Methodsmentioning

confidence: 95%

Being a Clinical Educator

Higgs

McAllister

2006

Adv Health Sci Educ Theory Pract

Self Cite

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What is it like to be a clinical educator? How do clinical educators experience and describe their continuing journey of becoming a clinical educator? Within the model developed in this research, dimensions of being a clinical educator were identified. These dimensions include (a) having a sense of self (and the impact of bringing self into the clinical educator's role), (b) having a sense of relationship with others (and the place of this "interactive self" as a central feature of clinical education), (c) having a sense of being a clinical educator (and how this understanding relates to the previous two dimensions), (d) having a sense of agency (which is vital to the performance of many clinical education roles), (e) seeking dynamic self-congruence, and (e) growth as a clinical educator. This paper presents an overview of the model, discusses its strengths and limitations as a representation of speech pathology clinical educators' experiences, and briefly considers its value for professional development.

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“…The author proposed that effective clinical instruction could be promoted by providing clinical faculty with useful educational tools such as a faculty manual with teaching tips and organizational guides . The CIs' knowledge, abilities and personal attributes combined with professional education all contribute to expertise in the teaching role (Higgs & McAllister, 2005). This is crucial for the future development of the nursing profession.…”

Section: Search Methodsmentioning

confidence: 99%

Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter’s and Spreitzer’s Theories

Thuss

Babenko-Mould

Andrusyszyn

et al. 2016

International Journal of Nursing Education Scholarship

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Clinical instructors (CIs) play a vital role in students' development by facilitating learning in various health care practice environments. Quality nursing education hinges on the CI's ability to enact his or her professional role. The purpose of this study was to explore Rwandan nursing clinical instructors' experiences of structural and psychological empowerment.A descriptive qualitative method was used to obtain an understanding of CIs empowerment experiences in practice settings. Kanter's (1993) Theory of Structural Power in Organizations and Spreitzer's (1995) Psychological Empowerment Theory were used as a theoretical framework to interpret their experiences. Interview data from 21 nursing CIs in Rwanda were used to complete a secondary data analysis for this study.Most study participants perceived the structural components of informal power, resources, and support while formal power and opportunity were limited, diminishing their sense of structural empowerment. Psychological empowerment for the CIs in Rwanda stemmed from a sense of competence, meaning, impact and self-determination they had for their teaching roles and responsibilities in the practice setting. Implications and recommendations for CIs and administration are suggested to support, recruit and retain clinical instructors.

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The lived experiences of clinical educators with implications for their preparation, support and professional development

Cited by 38 publications

References 26 publications

An Exploration of Canadian Physiotherapists' Decisions about Whether to Supervise Physiotherapy Students: Results from a National Survey

An Exploration of Canadian Physiotherapists' Decisions about Whether to Supervise Physiotherapy Students: Results from a National Survey

Being a Clinical Educator

Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter’s and Spreitzer’s Theories

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