The Perspectives of Fieldwork Educators Regarding Level II Fieldwork Students

Hanson, Darlene

doi:10.3109/07380577.2011.561420

Cited by 52 publications

(52 citation statements)

References 25 publications

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“…8,16,25 Two components of CI stress emerged from our analysis: first, the feelings of stress associated with student supervision—fear of being judged, being unprepared, or getting a challenging student—and, second, those associated with a demanding work environment and with completing caseload assignments in addition to providing mentorship and supervision. Both component or elements of stress may be reduced by adequate and appropriate supervisor preparation and training 26,27 and a workplace that supports student teaching. 16 …”

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

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“…The importance of support, employee incentives and opportunities within the workplace environment were highlighted in studies conducted by Hanson (2011) and. For occupational therapy (OT) students in the US, opportunities for continued professional development, and the opportunity to shape the values and skills of future employees were incentives that motivated them to take on the role as a fieldwork educator.…”

Section: Discussionmentioning

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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“…When the collaborative model is used, a group learning process should be supported wherever possible (Mason, 1999). For instance, during the orientation phase, students might use a checklist of required clinical competencies to practice skills with one another and demonstrate competency in a lab format prior to interactions with clients (Hanson, 2011;Jensen & Daniels, 2010). For the first few weeks of the placement, students benefit from a structured schedule with specific time set aside to work together, but should also have time to meet with the FWEd on a regular basis, at least weekly.…”

Section: Orientationmentioning

confidence: 99%

The Collaborative Model of Fieldwork Education: A Blueprint for Group Supervision of Students

Hanson

DeIuliis

2015

Occupational Therapy In Health Care

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Historically, occupational therapists have used a traditional one-to-one approach to supervision on fieldwork. Due to the impact of managed care on health-care delivery systems, a dramatic increase in the number of students needing fieldwork placement, and the advantages of group learning, the collaborative supervision model has evolved as a strong alternative to an apprenticeship supervision approach. This article builds on the available research to address barriers to model use, applying theoretical foundations of collaborative supervision to practical considerations for academic fieldwork coordinators and fieldwork educators as they prepare for participation in group supervision of occupational therapy and occupational therapy assistant students on level II fieldwork.

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The Perspectives of Fieldwork Educators Regarding Level II Fieldwork Students

Cited by 52 publications

References 25 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

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

The Collaborative Model of Fieldwork Education: A Blueprint for Group Supervision of Students

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