Supervised Autonomy

Abstract

Objective: The primary objective of this paper is to present the evolution, purpose, and definition of direct supervision in the athletic training clinical education. The secondary objective is to briefly present the factors that may negatively affect the quality of direct supervision to allow remediation and provide higher quality clinical experiences for athletic training students. Background: Athletic training educators and clinical instructors often engage in discussions regarding the direct supervision of ATSs. These discussions tend to center around concerns about ATS preparation, and how the current level of preparedness differs from that of the past. Some believe that direct supervision, rather than unsupervised practice, retards the ATSs' development; however, there is no current literature to support this concept. Description: Supervision means to watch or direct, while mentoring means to tutor, instruct, or guide; therefore, mentoring may be more descriptive of the desired/intended interaction between an ATS and their clinical instructor (CI). The intent of supervision is for an ATS to refine and improve their clinical proficiencies under CI guidance. For this to occur, the CI must alter their interactions with the ATS as the student evolves. Clinical Advantages: Developing the CIs' understanding of the intent and continuum of expectations associated with direct supervision will allow them to maximize their students' education and position them to become highly skilled and confident Athletic Trainers.

Evaluating Perceptions of Culminating Clinical Education Experiences of Senior Athletic Training Students

“…We agree with the description of supervised autonomy of Sexton et al, 10 which assumes direct supervision of ATSs includes mentoring and guiding them to foster independence appropriate for the skill level of the ATS. For example, second-year ATSs who have not had formal athletic training classes are directly supervised by preceptors and unable to care for patients without the preceptors' being present and physically close by.…”

“…4,9 Athletic training students also find preceptors helpful when they are viewed as mentors. 4,10 Further, athletic trainers serving as preceptors must show several qualities, including legal and ethical behavior, the ability to communicate effectively, appropriate interpersonal relationships, instructional techniques, supervisory and administrative proficiency, the ability to evaluate student performance, and clinical skills and knowledge. 6 However, the perceptions of ATSs regarding their clinical education experiences are not fully understood.…”

“…We were particularly interested in gaining an understanding of what helped ATSs feel more prepared for professional practice. Although mentoring 3 by preceptors is particularly important for the development of young profes-sionals and supervision is important in the mentoring process as well as for accreditation standards, 10,[13][14][15] other successful and specific tactics used by preceptors to engage students in clinical education learning are less publicized. Our premise is that if ATSs are engaged in learning during clinical education experiences, they will not only perceive it as a valuable experience, but enjoy the time spent at their sites.…”

Mentoring and Personal Relationships Are Perceived Benefits of Serving as an Athletic Training Preceptor

“…7 Clinical-education experiences that lack appropriate autonomy and authentic experiences can lead to student frustration 8 and can hinder learning. 9 Conversely, clinicaleducation experiences that allow quality hands-on experience, clinical diversity, and clinical integration allow for improved student learning 10 and development of clinical readiness, 11 thus highlighting the importance of time spent in clinical education.…”

Challenges Faced by Preceptors Serving in Dual Roles as Health Care Providers and Clinical Educators

“…23 Despite the fact that these standards have been in place for many years, some preceptors still struggle with appropriate direct supervision practices. Numerous authors 23,24 advocate supervised autonomy, in which the ATS is allowed to provide patient care and make decisions, but the preceptor is still able to intervene as needed. Some of the confusion over direct supervision could be addressed during preceptor training and also during initial meetings between preceptor and ATS at the beginning of the clinical learning experience.…”