Abstract
BackgroundThe roles of doctors and nurses in clinical supervision and clinical education are well defined. The role of the physiotherapist in clinical education has not been clearly defined.ObjectivesThe aim of this study was to define and clarify the views and experiences of physiotherapy clinical supervisors regarding clinical education and their role in contributing to student learning.MethodsThis qualitative exploratory study targeted 17 physiotherapy clinical supervisors, employed in a physiotherapy department, at a local university in the Western Cape. Twelve of the 17 participants agreed to participate in the study. Data were collected by means of in-depth audio-taped interviews, at a time convenient for the participants. Each transcript was read individually by the first author and notes made in the margins to highlight interesting concepts that emerged. The different types of concepts were listed and categorised, while common categories were grouped into themes.ResultsBased on the results, the clinicians’ role is viewed as a valuable asset in clinical education, embodying the role of an educator, mentor, role model and communicator. Clinical supervisors discussed their roles in terms of understanding the importance of clinical supervision, providing guidance within a clinical setting, role modelling and professionalism. Although clinical supervisors play a significant role, they experienced a few challenges including role clarification and students’ lack of knowledge.ConclusionThis study highlights that clinical supervisors and clinicians fulfil significant roles in assisting students to integrate theoretical and clinical knowledge.Clinical implicationsUnderstanding the expectations of clinical supervisors in supporting clinical education is important for higher education institutions and the clinical sector.
Highlights
In our current health care environment, the role of the health professional does not necessarily only focus on the care of patients, but includes leadership, research, administration and clinical supervision
This study highlights that clinical supervisors and clinicians fulfil significant roles in assisting students to integrate theoretical and clinical knowledge
Clinical implications: Understanding the expectations of clinical supervisors in supporting clinical education is important for higher education institutions and the clinical sector
Summary
In our current health care environment, the role of the health professional does not necessarily only focus on the care of patients, but includes leadership, research, administration and clinical supervision. The concept of clinical supervision is a term that is commonly used in health and social care professions, its definition may vary. The understanding of clinical supervision internationally, and in the physiotherapy profession, may be different from the local context. The Chartered Society of Physiotherapy (2000) perceives clinical supervision as a process that will play a key role in the future development of local, robust systems of continuing professional development (CPD). According to the Australian Department of Health (2005), clinical supervision is defined as ‘the process of two or more professionals formally meeting to reflect and review clinical situations, with the aim of supporting the clinician in their professional environment’. The roles of doctors and nurses in clinical supervision and clinical education are well defined. The role of the physiotherapist in clinical education has not been clearly defined
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