Professional Experience Placement

This is the last blog I will discuss, from a series called teaching on the run . These articles were originally written by Fiona Lake and colleagues for the medical profession. However, they are applicable for any health profession that undertakes professional experience or work integrated learning. This article focuses on preventing problems. Lake and Ryan (2006) suggest that clinical supervision is more global than episodic assistance to emerging health professionals. They indicate that the prevention of potential problems relies on a holistic experience with continuous support and guidance from supervisors and is mandatory to ensure that consistent high quality care is provided.

Lake and Ryan (2006)  outline that the qualities of a good supervisor include both the learner and supervisor include:

• being clear about their roles and responsibilities in the workplace;
• ensures the leaner understands the framework for supervision;
• provides effective feedback to the leaner; and
• develops a rapport with the learner.

The authors provide a comprehensive list about how to provide direct and indirect supervision of the learner that includes ensuring opportunity for error is minimised. Identification of potential areas and management may need to discussed. Additionally, communication, support and guidance are imperative for progressing opportunities for learning.

There is evidence to suggest that the impact of good supervision can improve patient or client outcomes. Patient satisfaction is higher and less patient related problems are reported. In environments where learners are support they are less stressed have a higher potential to learn.

If you have any suggestions about the attributes required to be an effective clinical supervisor, you are welcome to post them here or you can join me on Twitter @PEPComunity.