CLINICAL SUPERVISOR HANDY HINTS

ORIENTATION

Identify self with ward manager, person coordinating shift as helps to avert any problems

know how to use CPAT as there are many questions that pertain to the CPAT

Include ward routine, how to use call bells, Discuss Code Blue, MET calls. Handovers formalize a means by which students

convey information (Manias, Aitkien, Dunning, 2003)

GROUND RULES

During orientation set ground rulesGood way to do this is find out hospital/

facility requirements of students student expectations and own

expectations and set the rulesInclude professional boundaries

Practice using code of ethicsTreat all patients and visitors with

courtesy and respectExplain that people have different

methods and ways of coping diversity culture / socio economic status

Surveillance effect big issue

many studies have identified that students perceive the most difficult challenge “as being constantly observed” (Halfer & Graf, 2006)

need to turn it into a positive and allow students to know that it acknowledge that it is difficult

Evidence from studies

It is evidence that students fear their ability in the clinical environment

Question their ability; this perpetuates lack of confidence, fear of making a mistake

Students feared communication with physicians, senior staff (Beadnell, 2006)

Experienced a moderate amount of stress during orientation (Oermann & Moffitt-Wolf, 1997)

Clinical supervisor Roles

Facilitator of socializationBe aware that students may experience

feelings that can both overwhelm and decrease learning

Decrease conflict that arises from reality vs ideal expectations by educating student about the requirements of ward/ nursing

Clinical Supervisor: Socialization

Professional behaviour and social conduct: the unwritten rules

Create a cohesive support group; encourage students to look after their uniform as there are a lot of times when the students are on the wards by themselves

Need to focus on positives and encourage gradual integration in the workplace

Clinical Supervision

Debriefing the student allows the students to exchange experiences and emotions

Educator role: Assisting the student to identify personal learning needsStimulate student to think critically; avoid telling

student all need to knowWork with student to plan learning experiences

Student is unable to organise and prioritise work

PatienceAn important learning tool is role modelingEncourage students to ask questionsHelp student to identify what needs action

and whyAsk open ended questions to determine

the students level of experience

If concerned about a student

Liaise with student’s preceptorWhat is preceptors expectation of student?Liaise with studentWork 1:1 with student; use constructive

feedbackIdentify issue and manage the situation as

allowsDevelop strategies to manage the problem

Feedback

Feedback directed at behaviour not person

SpecificFactual DescriptiveConstructiveClearly understoodSensitive to learner and timely

Document plan intervention report

Document problemDate and timeContact unit coordinatorIdentify ANMC elements not metDocument plan of actionReview date

resources

Not aloneUnit coordinator: student concerns/issuesClinical skills facilitator: Mel Baker;

student supportFacility contact person/ward staff

membersOther clinical supervisorsCPAT & CSR

Conclusion

Identify clinical teamGround rulesIdentify resources to support your roleHelp socialize students to hospital/facility;

unwritten rulesProvide feedbackUnit coordinator always available