“Managing clinical supervision through groups” Sarah Whereat

Introduction My experience Nursing Medical students

Plan  Key components for clinical assessments  Learning,overview of terms  Groups who could be better utilized  Some examples of group clinical supervision  Quick activity  Final suggestions  Quick questions then panel discussions

Key components for clinical supervision  Explicit instructions /demonstration  Clear and realistic expectations  Positive environment  Feedback

Learning –overview of principles involved  Active vs passive learning  Superficial vs deep learning, strategic learning  Learning styles  Learning opportunities

Potential Groups of under utilized supervisors  Nurse Clinicians who supervise for one day  Registrars, senior registrars, interns and RMO’s  Allied Health Team members  Fellow students  Patients

Learning Activities that increase student /clinician interaction  Use of reciprocal teaching  Scaffolding -fading of the expert’s assistance as the learners becomes independent  Peer to peer teaching  Simulation in situ

Group clinical supervision opportunities  RAST program  Large scale simulations  360 degree assessments

RAST program  Junior levels  Teamed with senior clinicians  Literature  programs overseas  Use of peer to peer assessment  Education program  Skills for teaching  Some skill development  Clinical titles and references

Large scale simulations  Teams of students  4 scenarios  Supervised by one simulation facilitator  16 students supervised  Feedback/evaluation multilayered

360 degree evaluations  Utilizes three levels of evaluation/feedback  Senior, Peers and self Why-Changes in educational focus Move from teaching to facilitation Move from assessment focus to learning experience, Move from teacher centred to student centred curriculum Actively engages student Single sessions of feedback lack ability to measure complex situation Teachers, clinicians find it time consuming and hard to make it timely with increased numbers

 Core elements in process  Timing-prompt and regular  Quality –student engagement  Quantity –small and regular  Social pressure provides sense of responsibility educational better results  Reflection- Meta cognition  Communication –no longer one directional Tee and Ahmed,360 degree feedback: an integrative framework for learning and assessment. Teaching in Higher Education, 2014

Total time 10 mins Groups of 5  1 person talks for a minute on one of the questions  The individual self evaluates presentation  Three of group (peers) feedback  Teacher/ Leader feeds back Did it work, could it be used in practice,

Activity Questions  How do you learn in the workplace?  What strategies have you used to engage students?  Have you done peer assessments in the clinical setting?

Final Ideas  Identify one different activity in workplace each day to involve the more junior staff in observing or doing under supervision.  Develop a community ethos / culture of everybody being involved in clinical supervision not just the designated person  Promote self reflection by all staff as they are all role models  Include a short teaching/ learning or clinical supervision discussion section to ward meetings/ rounds  Listen to your more junior staff when they raise issues around competence, they are good at knowing who are good and poor role models and they are good judges of their peers.

Brief Questions References- Happy to be ed for list