Professional Experience Placement

Deegan, Rebeiro and Burton (2013) examine the complex of factors that impact on the quality of decisions used to assess judgement of competence of students by clinical supervisors. These authors discuss the range of factors that contribute to the difficulties associated with assessment of clinical competence during work integrated learning (WIL) or professional experience. They acknowledge that although the ANMC competency standards are used as benchmarks, there can be a lack of preparedness of clinical supervisors in their role. This may include a lack of preparedness in learning and teaching within the WIL environment.

The authors cite environmental; educational, linguistic and cultural diversity; student expectation; a range of clinical education models and level of preparedness of clinical supervisors contribute to the existence of the concept of ‘doubt’ during the assessment of students.  The intersection of healthcare, education and other regulated and unregulated care providers means the integrated learning space is complex. Additionally, the range of pathways offered by the higher education sector creates a range of challenges that can surface during WIL. Furthermore, the increase of international students enrolled within BN programs has added a cultural and linguisitic diversity that can impact on student assessment of theoretical, interactional and procedural knowledge  within the WIL environment.

The authors discuss models of clinical education and preceptorship also being factors that contribute to the notion of doubt in assessment of competence of students by clinical supervisors. The authors note that support and guidance of clinical supervisors is imperative for the development of professional mastery of this role. Deegan, Rebeiro and Burton (2013) also provide recommendations, if heeded, can facilitate high quality clinical experiences for students. The recommendations acknowledge the importance of this role by suggesting that budgetary provision be sustained; reduced patient load during supervision periods and the strengthening of professional partnerships between organisations can lead to improved collaboration. The recommendations suggest that clinical supervision is becoming a legitimate career path for practitioners. Sadly, the last recommendation indicates the need for attitudinal change regarding the status of the clinical educator. Perhaps this is the nub of the notion of doubt! If organisations fail to address the value of the role and function of  clinical supervisors, perhaps some clinical supervisors doubt their own value too.

If you have any comments regarding the difficulties associated with assessment during WIL, you are welcome to post them here.