An online training resource for clinical supervision

McColgan, Karen; Rice, Catherine E.

doi:10.7748/ns2012.02.26.24.35.c8945

Cited by 11 publications

(16 citation statements)

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“…One aspect that is challenging within an e-learning environment is the educator's loss of control and ability to adapt the classroom teaching to meet evolving students' needs [17] . The traditional face to face approach to training enables the trainer to make assessments of students' knowledge and judge the delivery and direction of their teaching to suit the students' requirements [40] .…”

Section: Discussionmentioning

confidence: 99%

“…Technology based learning increases flexibility in delivery and removes any geographical or time constraints that traditional face to face learning poses [17] . Several studies have favourably reviewed the introduction of online or e-learning teaching pedagogies [18][19][20] .…”

Section: Standard Statementmentioning

confidence: 99%

“…The initial supervisee training is recognised by key stakeholders, managers and educationalists alike, as an important requirement for the success of clinical supervision in practice [6,17,27] . However, the introduction of clinical supervisee training takes place following qualification once the newly qualified nurse is employed in clinical practice.…”

Section: Development Of the Clinical Supervision Trainingmentioning

confidence: 99%

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Development of a multi-media book for clinical super- vision training in an undergraduate nursing programme

McColgan

2012

JNEP

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There is an increased interest in higher education in the use of e-learning resources for students. This can be attributed to many factors including, the availability of advanced technology systems, a growing student population that is technology focused, financial implications and the recruitment of international students. However, the introduction of technology and e-learning into teaching has given rise to issues regarding quality and quantity of educational practice. The challenge now is for educationalists is to deliver an optimal learning experience that is effective and appropriate for students' learning needs.

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Section: Discussionmentioning

confidence: 99%

Section: Standard Statementmentioning

confidence: 99%

Section: Development Of the Clinical Supervision Trainingmentioning

confidence: 99%

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Development of a multi-media book for clinical super- vision training in an undergraduate nursing programme

McColgan

2012

JNEP

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“…Being an excellent practitioner does not necessarily imply that someone can be an effective supervisor / mentor. Training and support are required to assist professionals to develop in their role as a supervisor; 9,12,13,17 indeed the Royal College of Radiologists' (RCR) standards 1 recommend a formal teaching qualification for those supervising ultrasound trainees. Current literature suggests that it is becoming more challenging to release staff to attend training days, 17 making on-line learning a viable option to further develop training and provide access to a wider range of clinical staff.…”

Section: Discussionmentioning

confidence: 99%

Ultrasound clinical progress monitoring: Who, where and how?

Harrison

2015

Ultrasound

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Prior to assessment of final ultrasound clinical competency it is important to monitor clinical progress, provide high quality feedback and encourage skills development. The role of the supervisor, mentor and assessor are fundamental to the on-going progress monitoring of ultrasound trainees. This article forms the second part of a larger project which was to elicit ultrasound practitioners' opinions on how progress should be monitored, where and by whom. An on-line questionnaire was used to gain opinions from ultrasound practitioners. Totally, 116 responses were received from professionals with an interest in ultrasound assessment. Results suggested that experienced, qualified ultrasound practitioners should undertake the role of supervisor and assessor, having been prepared for that role by the training centre. Formative monitoring should take place both within the clinical department and possibly the training centre, using a range of methods. Following completion of the training, practitioners should have a preceptorship period to consolidate their knowledge and skills for 3 to 6 months or until further competencies have been demonstrated. Formative progress monitoring should be a recognised part of ultrasound training. Essentially, staff undertaking supervision and assessor roles should be supported and trained to ensure a high quality, consistent learning experience for ultrasound trainees. Additionally, they should provide appropriate feedback to the trainee and education centre.

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“…In these circumstances, Clinical Supervision in Nursing (CSN) has gradually emerged in health contexts as a support process of nurses' professional practice and has promoted the development of skills and professional responsibility (Macedo, 2012;McColgan & Rice, 2012;Evans & Marcroft, 2015). Clinical supervision allows nurses to cope with the challenging nature of care provision and the increasing demands of healthcare management within organizations.…”

Section: Introductionmentioning

confidence: 99%