Professional Experience Placement

This editorial from Clinical teacher describes the first day of working in practice as a registered clinician. It describes medical graduates, but it can be extrapolated to any of the registered health professions. The article raises the issues of novices being under prepared at graduation for their change in role. It tells of the development of orientation programs and the problems of transition from student to graduate. Thistlewaite (2015) indicates responsibility creates unease as graduates cannot be expected to know everything. There is literature on ‘reality shock’ and the modern issues associated with an increase in technology, morbidity and age.  The acknowledgement of the chaotic working environment and cost containment also impact on the attrition of healthcare professionals soon after registration.

It is the support of supervisors that can make the difference whether a new graduate transitions well, or not into competent healthcare professionals. They assist with the shift in thinking from teaching to learning and working and learning. Clinical supervisors are vested with the responsibility of assisting with this integration that is essential for the development of competency and professionalism.

Clinical supervisors can assist these novices by guiding them through the priorities of service delivery, administration, and enabling opportunities consolidate their learning. This editorial refers to recent publications that expand on these issues.  It is certainly an important topic as students entering healthcare environments can be ill prepared for what is expected during work integrated learning.

If you have any comments about clinical supervision of students or new graduates, you are welcome to post them.  Please join us @PEPCommunity.