Supporting students during clinical-based learning
This self-directed learning package has been developed to assist practitioners who supervise students.
- Arrival and orientation
- Clinical caseload
- Effective communication
- 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
- 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
- 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.
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.