Clinical supervision training across contexts.

Tai, Joanna, Bearman, Margaret, Edouard, Vicki, Kent, Fiona, Nestel, Debra and Molloy, Elizabeth 2016, Clinical supervision training across contexts., Clinical teacher, vol. 13, no. 4, pp. 262-266, doi: 10.1111/tct.12432.

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Title Clinical supervision training across contexts.
Author(s) Tai, JoannaORCID iD for Tai, Joanna orcid.org/0000-0002-8984-2671
Bearman, Margaret
Edouard, Vicki
Kent, Fiona
Nestel, Debra
Molloy, Elizabeth
Journal name Clinical teacher
Volume number 13
Issue number 4
Start page 262
End page 266
Total pages 5
Publisher Wiley
Place of publication London, Eng.
Publication date 2016-08
ISSN 1743-498X
Summary BACKGROUND: Clinicians require specific skills to teach or supervise students in the workplace; however, there are barriers to accessing faculty member development, such as time, cost and suitability. The Clinical Supervision Support Across Contexts (ClinSSAC) programme was designed to provide accessible interprofessional educator training to clinical supervisors across a wide range of clinical settings. CONTEXT: In Australia there are increasing numbers of health care students, creating pressure on existing placements. Students are now increasingly learning in community settings, where clinicians have traditionally had less access to faculty member development. INNOVATION: An interprofessional team collaborated in the development and implementation of ClinSSAC. A total of 978 clinicians participated in a face-to-face, interactive, introductory module to clinical supervision; 672 people accessed the equivalent online core module, with 23 per cent completing all activities. Additional profession-and discipline-specific modules were also developed. IMPLICATIONS: Formal project evaluation found that most participants rated the workshops as helpful or very helpful for their roles as clinical supervisors. Interdisciplinary learning from the workshops was reported to enable cross-discipline supervision. Large participant numbers and favourable ratings indicate a continuing need for basic training in education. Key factors to workshop success included expert facilitators, the interprofessional context and interactive model. The online modules were an important adjunct, and provided context-specific resources, but the low online completion rate suggests protected face-to-face time for faculty member development is still required. Programmes such as ClinSSAC have the capacity to promote interprofessional education and practice. There are barriers to accessing faculty member development, such as time, cost and suitability.
Language eng
DOI 10.1111/tct.12432
Field of Research 1302 Curriculum And Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Wiley
Persistent URL http://hdl.handle.net/10536/DRO/DU:30079799

Document type: Journal Article
Collection: Centre for Research in Digital Learning
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