Clinical Supervision Support Program

Preparing for learners

Session objectives

• Identify the aims and aspects of planning for clinical supervision

• Explore learning objectives

• Define adult learning principles

• Identify different learning styles

• Practice teaching a skill using the 4 step model

What Are We Aiming For?

• High quality, work-ready graduates

And• Positive

experiences for students AND clinical educators

Consider what sort of clinical educator you

would like to be

Please brainstorm:

• The desirable characteristics you’d like to exhibit as a clinical supervisor/educator……

• Approachable• Clear with explanations• Committed • Confident• Continual feedback (regular)• Educator• Encouraging• Enthusiastic• Fair• Flexible• Friendliness• Helpful• Honest• Independence• Initiative• Knowledgeable• Mentor• Motivating• Non-judgemental• Passionate• Patience

• Personable• Proactive Helpful• Reassuring• Respect• Sensitivity• Sympathetic• Trustworthy• Understanding • Well informed• Good communication

skills• Ability to build

relationship• Understanding of

ability• Prepared/organised re:

caseload• Supportive• Listens to concerns• Constructive feedback

given• Sense of humour

•Want to teach•Working together to improve ourselves and themselves•Good teacher/will help you brainstorm•Don’t throw you in the deep end•Takes time to help you learn•Passionate about their area•Not intimidating•Able to accept constructive criticism•Exposes to a wide variety of patients

What makes an effective clinical supervisor?

The A-rated clinical supervisor

AvailableApproachableAble (as both clinician and teacher)Active (finds the gaps)

Effective Clinical Supervision

• It is important that the supervisor does not project to the student that supervision is a burden

• The quality of the relationship between the supervisor and the supervisee is the most important factor of effective supervision (Kilminster and Jolly, 2000)

Prior to student arriving

• Awareness of requirements

– Administrative – Educational

– Effect of current workload

When supervision commences

• Welcome!• Orientation• Getting to know your learner

– prior experiences, interests, expectations, learning style, preferred feedback method

• Let your learner know about you– Experience and expectations

Writing SMART Learning Objectives

Learning Objective

1. A description of what the student will be able to do

2. The conditions under which the student will perform the task

3. The criteria for evaluating student performance

To be useful, learning objectives should be SMART: 

S pecificM easurableA ttainableR esults-FocusedT ime-Focused 

Learning Objectives How?

ØBe clear about the university’s/educational institution’s expectations of the placement/learning outcomes

ØFind out what the student wants/expects

ØBe clear and specific about what the placement and the supervisor can offer

ØDevelop a plan that balances these three aspects

ØUse the framework provided by the university/educational institution

Example

By the end of week 3 of the placement, the student will be able to independently carry out an initial patient interview, including gaining details of the patient’s financial status

Steps to achievement

Week 1 – watch an interview conducted by supervisor, discuss and debrief afterward

Week 2 – identify suitable patient/client, read history, discuss with supervisor, carry out interview with assistance, discuss and debrief afterward

Week 3 – carry out interview independently

Activity/Discussion

• What are some learning objectives for your learners? How do they achieve them?

AndragogyTheory of Adult Learning

Adults are:

1.Are autonomous & self directed

2. Have prior learning & experience

3. Are goal oriented

4. Are relevancy orientated

5. Are practical

6. Self evaluation

7. Require feedback

Activity

• Group discussion: How might you encompass adult learning principles in your clinical teaching?

Learning Styles

Activity

VARK Questionnaire

Remember – these are preferences not strengths

VARK Categories

• Visual

• Aural/Auditory

• Read/write

• Kinaesthetic

Clinical Instruction & Teaching Clinical Skills

Models for teaching clinical skills

4 step model

• Demonstration of the procedure

• Demonstration with explanation

• Demonstration with the learner explaining the steps

• Learner demonstrates the procedure under supervision

What questions do you have?

Activity

• Skills teaching

References

• Atherton, J. S. (2011). Learning and Teaching; Bloom's taxonomy. Retrieved from http://www.learningandteaching.info/learning/bloomtax.htm

• Best, D. & Rose, M. (1996). Quality Supervision. Theory and Practice of Clinical Supervision. London: WB Saunders Company Ltd.

• Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Book 1: Cognitive domain. London: Longman.

• Bloomfield, J. (1999). The changing image of Australian nursing, St Vincent’s Hospital Monograph series. Retrieved from Department of Health, UK.

• Collins, A., Brown, J., & Newman, S. (1989). Cognitive apprenticeship:teaching the crafts of reading, writing & mathematics. In: Resnick, L (Ed.) Learning and Instruction: Essays in honour of Robert Glaser. (pp453-494). New Jersey: Lawrence Erlaum Associates.

• Department of Health (Vic). (2007). Prepare Nurses for the Future. Submission to ‘expand clinical placement settings’-Work Group 2.

References• Fitzgerald, C. (2007). Workshop for occupational therapy clinical educators.

[Powerpoint presentation]. Unpublished manuscript. School of Health and Rehabilitation Sciences, University of Queensland.

• George, J. & Doto, F. (2001). A simple five-step method for teaching clinical skills. Family Medicine. 33(8), 577-578.

• Graham, S. (2009). Student Orientation Package. Unpublished manuscript, Epworth Education Resource Centre, Melbourne.

• Kilminster, S.M. & Jolly, B.C. (2000). Effective supervision in clinical practice settings: a literature review. Medical Education, vol. 34, pp. 827–840.

• Knowles, M. (1980). The modern Practice of Adult Education: from Pedagogy to Andragogy (2nd ed). New York: Cambridge

• Lieb, S. (1991). Principles of adult learning. Retrieved from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htmLieb 1991

• Menadue, J. (2005). Health Sector Reform Part 2: Primary Care and Wellbeing, Centre for Policy Development, Sydney. from: http://cpd.org.au/2005/07/health-sector-reform-part-2-primary-care-and-wellbeing/

References

• Morton–Cooper, A. & Palmer, A. (1993). Queensland Health Preceptor Program for Transition Support. Unpublished manuscript, Queensland Health, Queensland.

• NHS Modernisation Agency. (2005). Improvement Leaders’ Guide to working with groups – General improvement skills. Retrieved from: http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/index.htm

• Nursing: Study & Placement Learning Skills. Retrieved from www.oxfordtextbooks.co.uk/orc/hart

• Nurses and Midwives Tribunal of New South Wales. Retrieved from: http//www.austlii.edu.au/au/cases/nsw/NSWNMT/

• Peter MacCallum Cancer Centre. Utilization of alternative settings for undergraduate nursing clinical placements. Retrieved from: http://www.health.vic.gov.au?data/assets/pdffile/0011/185744/PeterMac AltSettings Final - Report07.pdf

• Queensland Occupational Therapy Fieldwork Collaborative, QOTFC.

References

• St. John of God. (2010). Pastoral services. Retrieved from www.sjog.org.au?hospitals/geelong/patientsvisitors/pastoralservices.aspx

• University of Tasmania. Faculty of Health Science & Health & Human Services, Preceptorship. Retrieved from http://www.snm.utas.edu.au/preceptor/what_is_a_preceptor.html

• VARK a guide to learning styles. Retrieved from http://www.vark-learn.com/english/index.asp

• Woolley, N & Jarvis, Y. (2007). Situated cognition and cognitive apprenticeship: A model for teaching & learning clinical skills in technologically rich & authentic learning environment. Nurse Education Today. 27; 73-79.

• Zmeyov, S.I (1998) Andragogy. Origins, developments and trends. International Review of Education.[electronic version] 44(1) p.105. Retrieved Sept 24, 2012 from http://www.springerlink.com/content/u6367k2r10218668/fulltext.pdf

• Acknowledgement: Carla Bingham, Occupational Therapist, Gold Coast Hospital.