1 / 31

Clinical Supervision Support Program

Learn about the essential aspects of clinical supervision, adult learning principles, and teaching clinical skills. Discover how to set SMART learning objectives and develop a supportive relationship with your learners. Improve your approach as a clinical educator by embodying desirable characteristics and effective supervision techniques.

pittmanr
Download Presentation

Clinical Supervision Support Program

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Clinical Supervision Support Program

  2. Preparing for learners

  3. 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

  4. What Are We Aiming For? • High quality, work-ready graduates And • Positive experiences for students AND clinical educators

  5. 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……

  6. 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

  7. What makes an effective clinical supervisor? The A-rated clinical supervisor • Available • Approachable • Able (as both clinician and teacher) • Active (finds the gaps)

  8. 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)

  9. Prior to student arriving • Awareness of requirements • Administrative • Educational • Effect of current workload

  10. 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

  11. Writing SMART Learning Objectives

  12. Learning Objective • A description of what the student will be able to do • The conditions under which the student will perform the task • The criteria for evaluating student performance

  13. To be useful, learning objectives should be SMART:  S pecificM easurableA ttainableR esults-FocusedT ime-Focused 

  14. Learning Objectives How? • Be clear about the university’s/educational institution’s expectations of the placement/learning outcomes • Find out what the student wants/expects • Be clear and specific about what the placement and the supervisor can offer • Develop a plan that balances these three aspects • Use the framework provided by the university/educational institution

  15. 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

  16. 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

  17. Activity/Discussion • What are some learning objectives for your learners? How do they achieve them?

  18. AndragogyTheory of Adult Learning Adults are: • 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

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

  20. Learning Styles

  21. Activity VARK Questionnaire Remember – these are preferences not strengths

  22. VARK Categories • Visual • Aural/Auditory • Read/write • Kinaesthetic

  23. Clinical Instruction & Teaching Clinical Skills

  24. 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

  25. What questions do you have?

  26. Activity • Skills teaching

  27. 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.

  28. 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 (2nded). 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/

  29. 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.

  30. 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.

More Related