Midland Regional Hospital at Tullamore, Radiology Department, Co. Offaly, Ireland.
Evelyn Hone College of Applied Arts and Commerce, School of Applied and Health Sciences, Lusaka, Zambia.
Afr Health Sci. 2022 Jun;22(2):638-646. doi: 10.4314/ahs.v22i2.73.
Clinical supervisors are responsible for the facilitation of practice-based learning for radiography students. However, literature is scarce on the roles of clinical supervisors in the clinical training of students in Zambia.
This study was aimed at identifying and exploring the roles of clinical supervisors in the clinical training of radiography students in Zambia.
A qualitative design with unstructured interviews was used in this study. Ten individual interviews were conducted in July 2018 with clinical supervisors of radiography students working at the main clinical training and placement sites of the Lusaka and Copperbelt provinces of Zambia, respectively. All digital interview recordings were transcribed verbatim and analysed thematically.
Three main roles of a clinical supervisor emerged: managerial, educational, and supportive. The managerial role deals with organising and managing clinical training resources. The educational role involves imparting knowledge and skills to students. The supportive role involves supporting students with social and learning problems. Findings show the inter-relationship of these roles to each other.
Clinical supervisors need to understand their roles in order to develop and maintain their competences in the facilitation of practice-based learning. This could also help stakeholders to provide appropriate support to clinical supervisors.
临床主管负责促进放射学学生的基于实践的学习。然而，关于临床主管在赞比亚学生临床培训中的角色的文献却很少。
本研究旨在确定和探讨临床主管在赞比亚放射学学生临床培训中的作用。
本研究采用定性设计和非结构化访谈。2018 年 7 月，分别在赞比亚卢萨卡省和铜带省的主要临床培训和实习地点对 10 名放射学学生的临床主管进行了个别访谈。所有数字访谈录音都逐字转录，并进行了主题分析。
出现了临床主管的三个主要角色：管理、教育和支持。管理角色涉及组织和管理临床培训资源。教育角色涉及向学生传授知识和技能。支持角色涉及帮助学生解决社会和学习问题。研究结果表明这些角色之间存在相互关系。
临床主管需要了解自己的角色，以便在促进基于实践的学习方面发展和保持自己的能力。这也有助于利益相关者为临床主管提供适当的支持。
