Supporting students during clinical-based learning

Supporting students during clinical based learning

This self-directed learning package has been developed to assist practitioners who supervise students.

Section 1. Introducing students to the clinical environment

  • Preparation
  • Arrival and orientation
  • Expectations
  • Clinical caseload
  • Effective communication

Section 2.  Facilitating learning

  • Setting the scene for learning effectively
  • Student opportunity to initiate interactions  and to communicate effectively with patients
  • Positive regard for and care of patients
  • Teaching and learning methods

Section 3.  Providing feedback

  • Providing an appropriate environment
  • Opportunity for student (self) evaluation
  • Methods of feedback


This learning package is concerned with 3  components of clinical teaching:

  • Introducing the student to the clinical teaching environment
  • Teaching  and learning in the clinic
  • Providing  effective feedback

Section contents:

  • Learning  outcomes or what may be achieved by working through the section
  • Brief  theoretical information relating to the issue.
  • Activities to complete to reinforce the information provided.
  • Scenarios  for you to reflect upon given your particular clinical situation or  practice.    

There are many demands associated with  running a clinical practice or hospital based department. The additional  responsibility of supervising a student can be both challenging and rewarding.  This learning package has been developed to assist you with ways to provide a  positive learning environment in which to share knowledge and skills with your  student. Using this information will help you meet the demands of your practice and the needs of your  student in an efficient and professional manner.

Communication skills are included as  reminders of the necessity for clear communication when working with people.  This includes other staff, students and patients.

Throughout the materials questions are raised for consideration  and as a focus for discussion.  These  questions are in the form of activities and stimulus scenarios. Take time to  complete the activities to help consolidate your knowledge about the practice  of supervision. These scenarios are purposely broad and brief; the intention is  for you to translate the issue described to your particular clinical setting.

The self-directed learning package is provided to guide your  thinking, however it is important to remember that with such concepts such as  communication, teaching and providing feedback there is often no single correct way to  manage a particular situation. There are however a range of different ways that  may be utilised depending on the situation.

Learning Outcomes

This on line package has been designed to  help supervising practitioners to achieve the following outcomes:

  • organise a  student program
  • orient  students to the department and clinical setting
  • ensure  students are appropriately supervised
  • facilitate  student learning
  • provide  effective feedback
  • complete  ongoing radiography/ professional demands

Suggested preliminary readings

Best D, Rose M, Edwards H. Learning about learning. In: Best D, Rose M,  eds. Transforming practice through  clinical education, professional supervision and mentoring. Edinburgh:  Elsevier Churchill Livingstone; 2005.

Field DE. Moving from novice to expert – the value of learning in clinical  practice: a literature review. Nurse  education today. 2004;24(7):560-565.

Kilminster S, Cottrell D, Grant J, Jolly B. AMEE Guide No.  27: Effective educational and clinical supervision. Medical Teacher. 2007;29(1):2-19.

Kilminster SM, Jolly BC.  Effective supervision in clinical practice settings: a literature review. Medical Education. 2000;34(10):827-840.


Students reflection of clinical supervision teaching.

Part 1 - Orientation experience
(4:01min, SD 18Mb, HD 62Mb)

Part 2 - Supervision experience
(1:15min, SD 5Mb, HD 15Mb)

Part 3 - Feedback experience
(7:15min, SD 32Mb, HD 108Mb)