Professional Experience Placement

This journal article by Kilminster, Cottrell, Grant and Jolly (2007) is a synthesis of the literature until publication. It provides a good overview about what is considered important and effective practice.  The authors noted that supervision is variable due to both structural and individual reasons. Structural reasons for sub-optimal levels of supervision  included emergency and ‘out of hours’ work while  individual reasons cited included failure to address under-performance and finding time to supervise appropriately.

The authors defined supervision as “the provision of guidance and feedback on matters of personal, professional and educational development in the context of the trainee’s experience of providing safe and appropriate care”. There are a few keywords mentioned in this definition that are vital for effective supervision! From this School’s perspective being a safe practitioner is mandatory and there have been policies and guides developed to ensure that all stakeholders are aware of their resonsibilities within their role and function. Furthermore, the SNM has also developed guidelines for facilitation in nursing. The guide provides information about the knowledge, skills, attitudes and behaviours required to be a professional experience supervisor. It also provides guidance about the learning and teaching processes required to supervise students effectively. Within this booklet there is a PEP facilitator evaluation form that students can use to provide feedback about their professional experience supervision.

The article also outlines both effective and ineffective supervisory behaviours. Effective behaviours included being a role model, giving students direct guidance on clinical work, engaging in problem-solving, providing feedback, reassurance and linking theory and practice. The authors also indicated that effective supervisors had good interpersonal and teaching skills, were knowledgeable and clinically competent. While the majority of PEP facilitators and preceptors genuinely want to ensure their student’s enjoy a high quality learning experience, there is the possibility that ineffective supervisory behaviours do lurk in some organisations. The article mentions that low empathy, failure to offer support, teach and being negative were barriers to effective supervision.

The development of feedback tools is important to close the loop on evaluation of professional experience supervision by facilitators and preceptors.  Once feedback becomes an integral part of the process of being a supervisor all stakeholders can be confident that students will be better prepared to be  safe,  competent practitioners at registration.

What do you think about being evaluated by your students? What potential issues do you envisage, if any? Please comment below or send your responses to Carey.Mather@utas.edu.au and I can share them here.