{"id":82,"date":"2016-10-12T22:48:17","date_gmt":"2016-10-12T22:48:17","guid":{"rendered":"https:\/\/mcgillclinicaleducation.ca\/?page_id=82"},"modified":"2017-02-22T20:57:55","modified_gmt":"2017-02-22T20:57:55","slug":"activity-2-3-stages-of-the-supervisory-process","status":"publish","type":"page","link":"https:\/\/mcgillclinicaleducation.ca\/?page_id=82","title":{"rendered":"Activity 2.3: Stages of the Supervisory Process"},"content":{"rendered":"

This activity introduces the various stages of the supervisory process. It includes a useful example of a field placement planner and finishes with a discussion.<\/p>\n

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\nSupervisory Functions<\/a><\/p>\n
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Supervisory Functions (Villeneuve, 1994, p. 31-32)<\/p>\n

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Stages of supervised placement (Anthony & Gaiptman, 1993, p. 1-4)<\/td>\nAdministrative Function<\/th>\nTeaching Function<\/th>\nSupport Function<\/th>\n<\/tr>\n
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Beginning<\/strong><\/p>\n<\/td>\n

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Plan field placement\/ clinical experience<\/strong><\/p>\n

Obtain placement documents (objectives, evaluation form) if not already done<\/p>\n

Advise team of student’s arrival; explain placement objectives and work assignments<\/p>\n

Student orientation<\/strong><\/p>\n

Take student on tour of his\/her work areas<\/p>\n

Explain facility’s mission and relevant policies and procedures<\/p>\n

Describe general and patient-specific safety measures<\/p>\n

Spell out supervisor’s expectations and explain placement and supervisory procedures, as well as stakeholders’ roles and responsibilities<\/p>\n

Work with student on specific objectives or development of learning contract<\/p>\n<\/td>\n

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Respect student’s way of being and doing things<\/strong><\/p>\n

Acknowledge student’s preferred learning style(s)<\/p>\n

Apply appropriate principles of various learning theories to present situation<\/p>\n

Promote learning by using tools suited to different learning styles (journal, audiovisuals, role playing)<\/p>\n

Recognize affective and cognitive dimensions of learning<\/p>\n

Facilitate learning of needed knowledge, skills, attitudes<\/strong><\/p>\n

Recognize strengths and areas needing improvement<\/p>\n

Provide student with continuing feedback<\/p>\n

Discuss formal evaluations with student<\/p>\n

Make learning tools available to student (e.g. articles)<\/p>\n<\/td>\n

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Build climate of trust and sharing conducive to learning progress<\/strong><\/p>\n

Practise effective, bona fide communication (listening, feedback, transparency, consistency)<\/p>\n

Be open and understanding toward student (e.g. listen to student’s point of view, ask his\/her opinion<\/p>\n

Relieve stress caused by new learning situations<\/p>\n

Project calm and assurance needed to learn<\/p>\n

Encourage autonomy of student<\/p>\n

Be tolerant of mistakes, without allowing patient’s safety to be jeopardized<\/p>\n

Reinforce sense of affiliation with profession and field\/clinical site<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n

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<\/td>\nAdministrative Function<\/th>\nTeaching Function<\/th>\nSupport Function<\/th>\n<\/tr>\n
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Middle<\/strong><\/p>\n<\/td>\n

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Organize and coordinate field placement\/clinical experience<\/strong><\/p>\n

Stay in contact with educational institution<\/p>\n

Make sure student is integrated into work team on basis of placement objectives (not as supplemental worker)<\/p>\n

Provide sufficient information on day to day work organization<\/p>\n

Take responsibility for placement supervision<\/p>\n

Plan placement activities<\/strong><\/p>\n

Review objectives with student, and revise as needed<\/p>\n

Choose student’s cases based on learning progress and nature of placement<\/p>\n

Organize work schedule and assign tasks<\/p>\n

Evaluate placement activities<\/strong><\/p>\n

Conduct mid-term<\/p>\n

evaluation<\/p>\n

Plan supervisory conferences (e.g. discussion)<\/p>\n

Check quality and amount of work done<\/p>\n

Consult evaluation tools (observation worksheets)<\/p>\n<\/td>\n

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Promote reflection and linkage between theory and practice<\/p>\n

Encourage reflective practice (review of work accomplished, self-evaluation)<\/p>\n

Review completed interventions with reference to professional standards<\/p>\n

Measure progress toward objectives on regular basis; discuss with student<\/p>\n

Help student to create therapeutic relationship with his\/her clients or patients and to end those relationships in a timely fashion<\/p>\n<\/td>\n

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Build professional and ethical working relationship with student<\/strong><\/p>\n

Consider how relationship of authority affects relationship of trust<\/p>\n

Recognize power plays<\/p>\n

Tactfully establish friendly relations with student (authority vs. trust)<\/p>\n

Objectify own reactions and those of student and patient<\/p>\n

Realize own attitudes and perceptions; recognize those of student<\/p>\n

Perform self-assessment and adapt to student’s needs as required<\/p>\n

Encourage student to acquire knowledge, skills and attitudes relating to practice of target profession<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n

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End<\/strong><\/p>\n<\/td>\n

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Wind up placement<\/strong><\/p>\n

Conduct end-term evaluation<\/p>\n

Formalize placement outcome: pass or fail<\/p>\n

Make sure student has appraised his\/her experience at field\/clinical site<\/p>\n

Reassign student’s work load if necessary<\/p>\n<\/td>\n

<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n<\/div>\n<\/div>\n
\nField Placement \/ Clinical Experience Planner<\/a><\/p>\n
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Adapted from Dupont (1997) and Anthony & Gaiptman (1993)<\/p>\n

One month before placement<\/strong><\/p>\n