Health Sciences Students' Perceptions of the Role of the Supervisor in Clinical Placements.

Álvaro Borrallo-Riego,Vicente Fernández-Rodríguez,Juan Antonio Jiménez-Álvarez,María Dolores Guerra-Martín,Eleonora Magni

doi:10.3390/ijerph18094427

Abstract

The supervision of clinical placements is essential to achieving a positive learning experience in the clinical setting and which supports the professional training of those being supervised. The aim of this study was to explore health sciences students’ perceptions of the role of the supervisor in the supervision of clinical placements. A quantitative methodology was used, administering a previously validated questionnaire, by means of an expert panel and a pre-test, to 134 students from the Faculty of Nursing, Physiotherapy and Podiatry at the University of Seville (Spain). The analysis of variables was carried out by means of a data matrix. The results revealed a statistically significant difference in the perception of placement supervision depending on the degree, with Nursing producing the highest degree of affirmation in the variables studied and the greatest satisfaction with placement supervision; in contrast, Physiotherapy produced the greatest dissatisfaction and the lowest degree of affirmation. The study and analysis of these perceptions facilitates the collection of relevant information in order to formulate actions that help to improve the supervision experience during placements. They also allow a greater understanding of what factors most influence the experience of supervision during clinical placements.

Highlights

During university training in health sciences, clinical placements are one of the main components for acquiring knowledge, skills and competences for the personal and professional development of students [1,2]
Clinical supervisors should be shown as learning role models who inspire students to complete their training [33,34,35], as witnessing inappropriate learning role models negatively affects the experience of those being supervised in the clinical setting [30]
The results show that in order to fulfil many of the aspects outlined above, a certain willingness and interest in teaching on the part of the clinical supervisor is required

Summary

Introduction

During university training in health sciences, clinical placements are one of the main components for acquiring knowledge, skills and competences for the personal and professional development of students [1,2]. To enrich these experiences, the role of clinical supervisors, experienced professionals who provide support and promote the learning and professional development of their students, is indispensable [3,4,5]. The role of the clinical supervisor has adapted with the times, changing from strictly in-person supervisors to the inclusion of virtual supervisors This has led to a change in terms of accessibility, communication and interaction between the supervisor and the student during clinical placements [7,8]

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Methods

Discussion

Conclusion