School of Nursing & Midwifery, Flinders University, Adelaide, SA, Australia.
School of Medicine, Flinders University, Adelaide, SA, Australia.
Med Educ. 2016 Apr;50(4):485-95. doi: 10.1111/medu.12854.
Clinical supervision is essential for development of health professional students and widely recognised as a significant factor influencing student learning. Although considered important, delivery is often founded on personal experience or a series of predetermined steps that offer standardised behavioural approaches. Such a view may limit the capacity to promote individualised student learning in complex clinical environments. The objective of this review was to develop a comprehensive understanding of what is considered 'good' clinical supervision, within health student education. The literature provides many perspectives, so collation and interpretation were needed to aid development and understanding for all clinicians required to perform clinical supervision within their daily practice.
A comprehensive thematic literature review was carried out, which included a variety of health disciplines and geographical environments.
Literature addressing 'good' clinical supervision consists primarily of descriptive qualitative research comprising mostly small studies that repeated descriptions of student and supervisor opinions of 'good' supervision. Synthesis and thematic analysis of the literature resulted in four 'competency' domains perceived to inform delivery of learning-focused or 'good' clinical supervision. Domains understood to promote student learning are co-dependent and include 'to partner', 'to nurture', 'to engage' and 'to facilitate meaning'.
Clinical supervision is a complex phenomenon and establishing a comprehensive understanding across health disciplines can influence the future health workforce. The learning-focused clinical supervision domains presented here provide an alternative perspective of clinical supervision of health students. This paper is the first step in establishing a more comprehensive understanding of learning-focused clinical supervision, which may lead to development of competencies for clinical supervision.
临床监督对于卫生专业学生的发展至关重要，被广泛认为是影响学生学习的重要因素。尽管被认为很重要，但实施通常基于个人经验或一系列预定的步骤，提供标准化的行为方法。这种观点可能限制了在复杂的临床环境中促进个性化学生学习的能力。本综述的目的是在卫生学生教育中全面了解什么是“良好”的临床监督。文献提供了许多观点，因此需要进行整理和解释，以帮助所有在日常实践中需要进行临床监督的临床医生发展和理解。
进行了全面的主题文献综述，其中包括各种健康学科和地理环境。
主要由描述性定性研究组成的文献探讨了“良好”临床监督，这些研究主要是小型研究，重复描述了学生和主管对“良好”监督的看法。对文献的综合和主题分析得出了四个被认为有助于提供以学习为重点或“良好”临床监督的“能力”领域。被认为促进学生学习的领域是相互依存的，包括“合作”、“培育”、“参与”和“促进意义”。
临床监督是一个复杂的现象，在整个健康学科中建立全面的理解可以影响未来的卫生劳动力。这里提出的以学习为重点的临床监督领域为卫生学生的临床监督提供了另一种视角。本文是建立以学习为重点的临床监督更全面理解的第一步，这可能导致临床监督能力的发展。
