School of Health Sciences, Stockton University, 101 Vera King Farris Drive, Galloway, NJ 08205, USA. Tel 609-652-4501.
J Allied Health. 2021 Spring;50(1):9-13.
A diverse team of health professionals provided annual workshops on clinical supervision and interprofessional learning opportunities to clinical educators in order to enhance supervisory skills. This study explored the potential relationships of these workshops on the subsequent practice of the attendees. It investigated whether the content presented influenced the attendees' perception of their supervision performance in clinical practice.
This descriptive, cross-sectional study examined the attendees' perceptions of the workshops' influence on their role as a supervisor of students in the clinical setting. An electronic survey was administered using Qualtrics.
Sixty-four participants from the four workshops held from 2014-2017 completed a descriptive survey in the spring of 2019. The majority of participants indicated that new knowledge was obtained and that it contributed somewhat/considerably to their supervision performance. The dominant category emerging from the qualitative data was personal and professional growth.
The outcomes show that the workshops influenced attendees' perceived supervisory performance through obtaining new knowledge and translating it into their clinical role over time.
一个多元化的医疗专业人员团队为临床教育者提供了年度临床监督和跨专业学习机会的讲习班，以提高监督技能。本研究探讨了这些讲习班对与会者随后实践的潜在影响。它调查了所呈现的内容是否影响了与会者对其在临床实践中监督表现的看法。
本描述性、横断面研究调查了与会者对讲习班对其在临床环境中作为学生监督者角色的影响的看法。使用 Qualtrics 进行了电子调查。
2014-2017 年举办的四期讲习班的 64 名参与者在 2019 年春季完成了一份描述性调查。大多数参与者表示获得了新知识，并且这些知识对他们的监督表现有一定/相当大的贡献。从定性数据中出现的主要类别是个人和专业成长。
结果表明，讲习班通过随着时间的推移获得新知识并将其转化为他们的临床角色，影响了与会者对监督表现的看法。
