Supervision: A positive learning experience or an anxiety provoking exercise?

‘What about Feelings?’: A Study of Emotion and Tension in Social Work Field Education

“…In order to optimize coping skills and to model effective self-care that can ultimately enhance their knowledge and capability as practitioners, field instructors must support students who encounter difficult situations (Burke & Harris, 1996). The need for trust is imperative if open, honest, and direct communication is to occur between learner and instructor (Pepper, 1996). The nature of this relationship as viewed through a lens of power, resistance and anti-oppressive practice offers additional data for understanding the emotional impact of social work field education (Barlow & Hall, 2003;Hackett & Marsland, 1997;Preston-Shoot, 1995).…”

First practice placement

“…Nisivoccia (1990, p.13) also highlighted that the fi eld instructor criticising the student can 'inhibit further learning' and make the trainee more anxious in the fi eld placement. Pepper (1996) identifi es similar factors that can cause diffi culties in the supervision process as Nisivoccia's (1990) research highlighted such as a having a demanding or rigid supervisor, performance anxiety and a change in learning new behaviours. Although Pepper (1996) looks at the role of supervision in the workplace and not specifi cally on students however her research still highlights factors that can result in supervision being a negative experience and hence ineffective.…”

“…Pepper (1996) identifi es similar factors that can cause diffi culties in the supervision process as Nisivoccia's (1990) research highlighted such as a having a demanding or rigid supervisor, performance anxiety and a change in learning new behaviours. Although Pepper (1996) looks at the role of supervision in the workplace and not specifi cally on students however her research still highlights factors that can result in supervision being a negative experience and hence ineffective. Another diffi culty in the supervision interaction that Pepper (1996, p.56) identifi ed is when the student and the fi eld instructor have different attitudes towards the 'value and priority of supervision'.…”

“…The contribution of practice-based training or placement has been ascertained by a number of studies which seek to investigate the meaning of practice learning from the students' and social work educators' perspectives (see, for example, Doel & Shardlow, 1996). Undeniably, supervision plays a signifi cant part in monitoring and facilitating student learning at different phases of the fi eld placement (Pepper, 1996;Thompson, 2005). What are the major concerns students usually have before commencing their placement?…”

Learning perceptions of medical students engaged in clinical teaching postings in neonatal intensive care units

“…Bates ( 2005) also notes, student supervision in the workplace learning environment is paramount to a WIL success. Supervision is defined as -the process by which a suitably trained professional is given the authority to oversee the activities' of a trainee in order for them to develop and optimal level of professional functioning‖ (Pepper, 1996). Successful WIL supervision will include the participants participating in decision making, supervisors refusing to intervene and allowing students to make their own decisions and appropriate activities to guide their learning.…”