Educating Field Instructors and Students to Deal with Challenges in Their Teaching Relationships

Power, Roxanne; Sw, Marion Bogo Adv Dip

doi:10.1300/j001v21n01_04

Cited by 24 publications

(5 citation statements)

References 20 publications

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“…This actually is consistent with research, cited previously, that has found that supervisees are reluctant to discuss sensitive topics with their supervisor Pisani, 2005;Yourman, 2003). Research in trainee supervision specifically suggests that the evaluative role that the supervisor plays may prevent supervisees from being completely honest (Giddings et al, 2003;Power & Bogo, 2002). Field supervisors increasingly face time constraints and other agency obligations which may affect their willingness and ability to attend to complex issues like self-disclosure (Chapman et al, 2003).…”

Section: Impact Of Field Supervisionsupporting

confidence: 83%

“…There is evidence that trainees are reluctant to talk openly with their field supervisor because of the evaluative role she or he plays (Giddings, Vodde, & Cleveland, 2003;Power & Bogo, 2002). Furthermore, evidence drawn from the clinical supervision literature demonstrates that supervisees are reluctant to talk about sensitive issues in supervision (Ladany, Hill, Corbett, & Nutt, 1996;Pisani, 2005;Yourman, 2003).…”

Section: Rationale For Study and Research Questionsmentioning

confidence: 99%

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Students' Attitudes Towards and Engagement in Self-Disclosure: Implications for Supervision

Knight

2014

The Clinical Supervisor

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Social work students were surveyed to ascertain their attitudes toward and engagement in two types of self-disclosure (SD), transparency and self-involving. In general, trainees reported being prepared by their classroom education to engage in SD with clients. Students' use of self-disclosure was consistent with what has been found to be helpful to clients, even though they often were unsure of their actions. Of particular concern was the finding that students generally were not comfortable discussing SD with their field supervisor. Yet, the results suggest that the field supervisor plays an important role in encouraging students' appropriate use of selfdisclosure. Suggestions for how the supervisor can assist trainees in making informed decisions regarding self-disclosure in their work with clients are provided.

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Section: Impact Of Field Supervisionsupporting

confidence: 83%

Section: Rationale For Study and Research Questionsmentioning

confidence: 99%

Students' Attitudes Towards and Engagement in Self-Disclosure: Implications for Supervision

Knight

2014

The Clinical Supervisor

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“…Critical to the development of this positive working relationship are communication and problem-solving skills (Shulman, 2005). It is within this alliance that two main goals are facilitated: the student's development as a social worker (Power & Bogo, 2002) and the provision of effective and efficient service to clients (Tsui, 2005).…”

Section: Field Instruction In Social Workmentioning

confidence: 99%

Student-Instructor Assessments: Examining the Skills and Competencies of Social Work Students Placed in Military-connected Schools

et al. 2014

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Field education is a vital part of learning and training for students pursuing an MSW degree. Guided by competencies created by the Council on Social Work Education, MSW programs are continuously evaluating the effectiveness of field experiences. U.S.-based public schools lack the training and capacity to provide adequate support to military-connected students. To understand the skills and competencies of MSW students placed in militaryconnected schools, we collected data from 30 first-year MSW students and their eight field instructors at two time points (fall and spring) during the 2010-2011 academic year. Both students and instructors gave higher-than-midpoint ratings to students on competencies at both time points. At time 1, students rated themselves lowest on application of complex practice models, policy issues, and working on the macro level with military organizations, whereas instructors rated students lowest on items related to systemic monitoring and research in practice. Progress toward competencies during the academic year was noted for more than half of the competencies. Although as groups, students and field instructors provided similar assessments, similarity within student-instructor dyads was low, suggesting opportunities for growth in the context of field instruction and the need for development of individual student-instructor relationships.

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“…A negative relationship will inhibit students because they will then only perform routine tasks (Newton, Billett & Ockerby 2009). If conflicts are present, the psychological symbiosis will be unsuccessful and the T-L relationship could be negatively influenced (Power & Bogo 2003).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of physiotherapy clinical educators’ dual roles as mentors and assessors: Influence on teaching–learning relationships

Meyer

Louw

Ernstzen

2019

South African Journal of Physiotherapy

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Background Central to clinical education is the teaching–learning (T-L) relationship that evolves between the clinical educator (CE) and the student. Within this T-L relationship, CEs may be expected to fulfil dual roles as mentors and assessors of students. Challenges for both parties may arise when CEs take on these different roles. Objectives The goal of this study was to ascertain how CEs perceived the influence of their dual roles as mentors and assessors on their T-L relationships with physiotherapy students. Method Individual interviews were semi-structured with nine CEs during this qualitative descriptive study at the Division of Physiotherapy, Faculty of Medicine and Health Sciences, Stellenbosch University. A content analysis followed to analyse the data obtained. An iterative process, aimed to understand the phenomena under study, was conducted via an interpretive approach in context. This revealed main themes that were identified and refined. Results Clinical educators experienced challenges when their role changed from being a mentor to that of assessor. These challenges affected the learning of students, as they influenced the T-L relationship. Clinical educators experienced ambiguities regarding their dual roles and, as a result, their expectations were often not fulfilled. Conclusion Students’ learning processes were negatively affected by the changing roles of CEs, who acted as mentors and later as assessors of clinical competence during the students’ clinical rotations. The positioning theory was offered as a framework to resolve the challenges created by the dual roles and to manage expectations between CEs and students. The T-L encounters could be enhanced if students and CEs aligned themselves to a learning-centred paradigm where the focus was on learning and where the needs of the diverse students and the expectations of CEs were balanced. Further research should explore how a workshop with role play, demonstrating to CEs in practice how to reposition themselves, would impact the relationships between both parties. Clinical implications It is essential to ensure a positive T-L relationship between a CE and a student as this will improve the quality of learning in the clinical environment and, therefore, directly influence student’s patient management. Implementing faculty development programmes to address this, should be further explored. Keywords physiotherapy; clinical education; teaching–learning relationship; learning-centred; dual roles.

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Educating Field Instructors and Students to Deal with Challenges in Their Teaching Relationships

Cited by 24 publications

References 20 publications

Students' Attitudes Towards and Engagement in Self-Disclosure: Implications for Supervision

Students' Attitudes Towards and Engagement in Self-Disclosure: Implications for Supervision

Student-Instructor Assessments: Examining the Skills and Competencies of Social Work Students Placed in Military-connected Schools

Perceptions of physiotherapy clinical educators’ dual roles as mentors and assessors: Influence on teaching–learning relationships

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