Post on 19-Jul-2018
SUPERVISOR TRAINING &
EDUCATION PROGRAM 2013
(STEP)
This project was possible due to funding made available by Health Workforce Australia
Western and Central Clinical Placement Networks
Supervisor Training and Education Program
Introduction and Program Overview
Dr Patricia Nicholson
Director of Teaching & Learning, Department of Nursing
The University of Melbourne
Introduction to STEPSTEP
Central and Western CPNs – Supervisor Training and Education Program
Welcome
• Central and Western Metropolitan Clinical Placement Network
• Pilot Program ran 3 sessions in Feb – May
• This time – program over 2 days in WMCPN
• Plan for program to run 2 sessions in April & May 2013 at
– Central - University of Melbourne
– Western - Western Centre for Health Research & Education
• Presenters / workshop facilitators
Introduction to STEPSTEP
Central and Western CPNs – Supervisor Training and Education Program
• Day 1
– Preparing a student for the clinical learning environment
– Effective supervision
– Solution-focused placement strategies
– Clinical supervision in a culturally diverse environment
• Day 2
– Assisting students to develop clinical reasoning skills
– Teaching and learning styles and strategies
– Providing effective feedback
– Putting the pieces together
STEP Program Overview STEP
Central and Western CPNs – Supervisor Training and Education Program
Program aims
• Provide opportunities and strategies for clinicians to develop
their teaching and supervision skills
• Enable clinicians to become effective educators and find
solutions based on their own experiences
• Enable clinicians to design a clinical placement plan for
placements
• Create and develop educational leaders within health settings
and across disciplines
• Acknowledge and address issues relating to diversity (of
students, professionals and patients)
Introduction to STEPSTEP
Central and Western CPNs – Supervisor Training and Education Program
Learning opportunities will be provided to training
participants through:
• Modelling a problem solving process – through active
participation via real and simulated case scenarios
• Providing teaching via a range of academic and health
professionals & incorporate a variety of teaching skills.
• Offering health professionals the opportunity to work
inter-professionally
Introduction to STEPSTEP
Central and Western CPNs – Supervisor Training and Education Program
Interprofessional learning – ‘where interactive learning
takes place between members of different professional
groups’ (Owens et al. 1999, p.278)
- ‘is learning arising from interaction between members
(or students) of tow or more professionals either as a
product of inter-professional education or happening
spontaneously (serendipitous learning) (Barr et al., 2005)
• Clinical educators – persons engaged in clinical
teaching in placement setting
• Also known as field educators, student supervisor
Introduction to STEPSTEP
Central and Western CPNs – Supervisor Training and Education Program
Introduction to STEPSTEP
Central and Western CPNs – Supervisor Training and Education Program
Introduction or reflection
from previous day (15 min)
Lecture (30 min)
Conclusion
(20 min)
Break
Split into 4
groups
(5 min)
Workshop (40 min)
Workshop (40 min)
Workshop (40 min)
Return
(5 min)
• Pre-program evaluation
• Session feedback / comments / suggestions
• Post-program evaluation
STEP Program Overview STEP
Central and Western CPNs – Supervisor Training and Education Program
• Certificate of Attendance
• CPD points / hours
STEP Program Overview STEP
Central and Western CPNs – Supervisor Training and Education Program
STEP Program Overview STEP
Central and Western CPNs – Supervisor Training and Education Program
Western and Central Metropolitan CPN
Supervisor Training and Education Program
Module 1 – Preparing a student for the clinical
learning environment Dr Patricia NicholsonDirector of Teaching and Learning, Nursing
The University of Melbourne
Session learning objectives STEP
Central and Western CPNs – Supervisor Training and Education Program
• Define clinical supervision
• Develop an understanding of the differences
between education and clinical setting
• Briefly explore Models of Supervision in practice
• Identify the roles and responsibilities of the educator
and student
• Review approaches to developing a successful
clinical experience
• Identify generation barriers in the workplace
Clinical Supervision STEP
Central and Western CPNs – Supervisor Training and Education Program
‘A formal process of professional support and
learning which enables individual practitioners
to develop knowledge and competence,
assume responsibility for their own practice
and enhance consumer protection and safety
in complex situations’
Department of Health. (1993). A vision for the future: The Nursing, Midwifery
and visiting contribution to health and health care. UK: Department of
Health.
Clinical Supervision STEP
Central and Western CPNs – Supervisor Training and Education Program
“An intensive, interpersonally focused one-on –one
relationship in which one person is designated to
facilitate the development of therapeutic
competence in the other person” Loganbill, et al., 1982
“Provides time out and an opportunity in the context of
an ongoing professional relationship with an
experienced practitioner to engage in guided
reflection on current practice in ways designed to
develop and enhance that practice in the future”Open University, 1998.
Differences between academic and
clinical education setting STEP
Central and Western CPNs – Supervisor Training and Education Program
• Higher education
– Primary purpose of educating students to attain
core knowledge, skills and behaviours
• Clinical education – practice environment
– Provide cost-effective quality care and education
for patients, clients, and their family and
caregivers
– Dealing with ‘two masters’
viewed as a ‘guide by the side’
Differences between academic and clinical education
setting: Design of the learning experience
STEP
Central and Western CPNs – Supervisor Training and Education Program
• High education
– ‘Beginning and an end’
– Active adult learning focused on the learner
– Conventional view of ‘sage on the stage’
– Outcome of learning measured by written examination /
written assessment
• Clinical education
– Dynamic and flexible
– Unpredictable
– Constrained by time
– Outcome of learning measured on quality, efficiency and
outcome of care provided
Goal of Clinical Education STEP
Central and Western CPNs – Supervisor Training and Education Program
Provide an environment that fosters students’
professionalism and encourages the
development of an independent problem
solver and a reflective and competent
practitioner
Clinical Environment STEP
Central and Western CPNs – Supervisor Training and Education Program
A place where students synthesise the
knowledge gained in the classroom and apply
it to the practical situation
An interaction network of forces within the
clinical setting that influence student learning
outcomes
Clinical Environment STEP
Central and Western CPNs – Supervisor Training and Education Program
• A number of forces affecting expected
outcomes
– Increased complexity of care required by patients
– Professional shortages
– Rapid clinical pace
– Multiple healthcare professionals and activities
– Adjustment to the clinical environment
• Merging of thinking skills and performance
skills � anxiety in the student
Clinical Environment STEP
Central and Western CPNs – Supervisor Training and Education Program
• Clinical practice setting requirements
– Student feels accepted
– Contributions are appreciated
• Attributed of the staff
– Warmth
– Support in obtaining learning experiences
– Willingness to engage in a teaching relationship
What is the best practice in the clinical
learning environment?
STEP
Central and Western CPNs – Supervisor Training and Education Program
• A culture of learning and teaching at all levels
• Adequately prepared, motivated and orientated learners
• High-quality & consistent supervision by well-trained clinical
educators
• Opportunity to practice and build knowledge and skills
• Attention to adult learning principles
• Identified triggers for the provision of individual; learning
• Established systems for feedback and communication
• Interprofessional learning experiences
Model for Supervision (Queensland's ClinEd, 2010) STEP
Central and Western CPNs – Supervisor Training and Education Program
Organisational relationship, resources, systems & infrastructure support education
•Learners orientated to environment
•Learners attitude proactive
•Pre-planning: university & service
Model for Supervision STEP
Central and Western CPNs – Supervisor Training and Education Program
Organisational relationship, resources, systems & infrastructure support education
Educators:
* are supported• acquire teaching skills
•Have current knowledge •Have current experience
Model for Supervision STEP
Central and Western CPNs – Supervisor Training and Education Program
Organisational relationship, resources, systems & infrastructure support education
•Content & practice customised to learning needs
•Adequate time for competency practice •Range of ‘hands-on’ practice & patient cases
•Access to senior staff•Formal & informal learning opportunities
Model for Supervision STEP
Central and Western CPNs – Supervisor Training and Education Program
Organisational relationship, resources, systems & infrastructure support education
•Adequate time for learners
•Inclusive social environment•Ratio: Staff/ learners•Recognition for teaching contribution
Model for Supervision STEP
Central and Western CPNs – Supervisor Training and Education Program
Organisational relationship, resources, systems & infrastructure support education
•Learner orientated•Learner meets regularly with mentor•Learner’s knowledge tested
•Learner challenged•Learner respected
•Mentor models professional behaviour
Model for Supervision STEP
Central and Western CPNs – Supervisor Training and Education Program
Organisational relationship, resources, systems & infrastructure support education
•Education KPIs from CEO •Supportive health service – training
provider relationship•Adequate numbers of computers etc
Framework for best-practice: Queensland Health, 2010
Roles and responsibilities of the educator STEP
Central and Western CPNs – Supervisor Training and Education Program
• Contribute to the students’ understanding of
and competence in clinical practice
• Provide an environment that fosters students’
professionalism
• Encourage development of an independent
problem solver, reflective & competent
practitioner
• Awareness of the parallels that exist between
role of the practitioner and educator
Roles of the practitioner and educator STEP
Central and Western CPNs – Supervisor Training and Education Program
Role of the practitioner Role of the educator
Patient referral and taking a patient history Preplanning for the learning experience and
providing an orientation to the clinical site
Performing initial patient evaluation &
problem identification
Assessing students by identifying their
strengths, learning needs and previous
experiences
Determining long-term goals mutually with the
patient
Setting overall learning objectives and
clarifying learning expectations with the
student and academic
Defining short-term patient goals Defining specific student behavioural and
learning objectives
Clarifying patient treatment plan Designing creative student learning experience
Performing patient re-evaluation & assessing
level of progression
Providing formative evaluations & assessing
level of progressions to wards outcomes
Performing patient outcomes assessment and
discharging patients
Providing summative evaluation and assessing
students readiness for progress / entry to
practice
Teaching-learning Model STEP
Central and Western CPNs – Supervisor Training and Education Program
Teaching-
learning
Model
Patient / one or more
Student Educator
positive attitude
flexibility
communication
compassion
sense of humour
compassion
openness
to ideas
friendliness
Knowledge & ability
professional skills &
Knowledge
Characteristic of a good supervisor STEP
Central and Western CPNs – Supervisor Training and Education Program
• ‘Knowledge of teaching’
– Use of learning objectives
– Effective questioning
– Responding to questions
– Diagnose the student’s learning needs
– Learn about the students as individuals
Fowler (1995) Characteristic of a good
supervisorSTEP
Central and Western CPNs – Supervisor Training and Education Program
• Knowledge base
• Teaching / supervisory skills } Three themes
• Relationship skills
• Student perception of a good supervisor
– Capable of forming a relaxed & supportive relationship
– Relevant knowledge and clinical skills
– Can assess learning needs, supervise & evaluate learning
– Is aware of pressures and demands of the course
– Demonstrates effort in ‘putting themselves out to help
the student
Roles and responsibilities of the student STEP
Central and Western CPNs – Supervisor Training and Education Program
• Active involvement in clinical site selection
Active contribution to the clinical learning
experience
• Articulate learning needs to the educator
• Take responsibility for learning
• Self-accountability
• Provide feedback
Planning for a successful clinical
experience STEP
Central and Western CPNs – Supervisor Training and Education Program
• An atmosphere that is receptive to students
• Staff who are interested in teaching students
• An opportunity for students to practice
patient care
• Feedback on performance provided
• Clinical assignments to accomplish objectives
• A variety of educational experiences
Planning for a successful clinical
experience plus STEP
Central and Western CPNs – Supervisor Training and Education Program
• Patient variety
• Talented staff
• Opportunity for students to explore their own
objectives
• Students who are well prepared
• Students who have specific goals
Successful clinical experience STEP
Central and Western CPNs – Supervisor Training and Education Program
• Provision of student-centered teaching
strategies that encourage activities i.e.
reflection
• Support to encourage autonomy
• Promote problem solving and decision making
• Use of systematic instructional strategies
• Repeat learning opportunities to reinforce
learning
Successful clinical experience STEP
Central and Western CPNs – Supervisor Training and Education Program
One of the greatest challenges is to find a
balance in the relationship with the
student is between nurturing and
separateness focusing on education and
feedback rather than socialisation to
promote a patient-focused experience
rather than a technique-focused
experience
Approaches to appropriate, creative and
effective teaching methodsSTEP
Central and Western CPNs – Supervisor Training and Education Program
• Guide students to use available resources to access
information
• Maximise learning opportunities
• Assume responsibility for self-directed & life-long
learning
• Apply critical thinking to solve problems
• Apply skills learned to new situations
• Communicate learning needs effectively
• Enhance observation skills
• Develop as a professional
Designing a clinical learning experience STEP
Central and Western CPNs – Supervisor Training and Education Program
Clinical Learning Experiences
Expected performance
outcomes
Curriculum performance
outcomes
Coordinated effort
Active involvement
Learning objectives
Settingperformance
expectations
Clinical
experiences
Coherent
learningexperience
Organisationalstructure
Area of patient care
Evaluation of clinical supervision STEP
Central and Western CPNs – Supervisor Training and Education Program
• Focus group interviews
• Semi-structures interviews
• Delphi technique
• Self-completion questionnaires
– How do we measure quality?
• Simple
• Measureable
• Collectable
• Meaningful
• Effectively applied
Boomers Gen X Gen Y
On-the-job On-the-job; hands on
experience
Learning by ‘trial and error’ on
the job
External training courses Seminars allowing personal
interaction & involvement
Shadowing an experienced
team leader learning through
observation
Seminars Coaching and mentoring Interactive fun activities
Tailored in-house topic-
specific courses
External courses, but less
theory and 70% practical
examples
A ‘free approach’ not step-by-
step or from manuals
Postgraduate studies funded
by employer
Discussion groups with peers
On-line Seminars with speakers who
are experts
“How do like to learn?STEP
Central and Western CPNs – Supervisor Training and Education Program
Henry, A. (2007). Inspiring tomorrows leaders today. Breaking down generational
barriers at work. Messenger Publishing: China.
Boomers Gen X Gen Y
Professional development for
current job
Personal development and
career management skills
‘Anything and everything’
Managing and motivating
people effectively
Managing and motivating
people to build effective
teams
New skills for future
opportunities
Communication skills Performance management
skills & management of
difficult people
How to grow as a person
Leadership skills Communication skills How to learn in different ways
Emotional intelligence Leadership skills
Technology skills Networking skills
Coaching and mentoring skills Critical thinking skills Hendry, 2007, pg. 119
Conflict management Conflict resolution skills
Managing change
“What do you want to learn at work?”STEP
Central and Western CPNs – Supervisor Training and Education Program
Case StudySTEP
Central and Western CPNs – Supervisor Training and Education Program
Reference List STEP
Central and Western CPNs – Supervisor Training and Education Program
Barr, H., Koppel, I., Reeves, S., Hammick, M., Freeth, D. (2005). Promoting
partnership for health: Effective inter-professional education. Blakewell
Publishers: Oxford.
ClinEdQ. Framework for best-practice clinical learning environments in
Queensland Health. (2010). Accessed
http://www.health.qld.gov.au/clinedq/Documents/10CEO001.pdf
Department of Health. (1993). A vision for the future: The Nursing, Midwifery
and visiting contribution to health and health care. UK: Department of
Health.
Fenton, P. (2005). Student perceptions of a quality clinical experience:
Findings from the literature and their application to radiation therapy.
The Radiographer, 52(1), 30 – 33.
Maginnis, C., & Croxon, L. (2010). Transfer of learning to the nursing clincal
practice setting. Rural and Remote Health, 10(1313), 1 – 7.
Winstanley, J., & White, E. (2000). Clinical supervision: Models, measures
and best practice. Nurse Researcher, 10(4), 7 – 38.
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Western and Central Clinical Placement Networks
Supervisor Training and Education Program
Module 2 – Teaching and Learning Skills
Sevi Vassos Associate Lecturer, Social Work, University of Melbourne
• Unpacking key concepts around Adult Learning
• Exploring Individual Learning Styles and Preferences
• Responding to individual learning styles
• Structured Enquiry – one way of responding to adult
learning needs and variable learning styles
This moduleSTEP
Central and Western CPNs – Supervisor Training and Education Program
• Adult Learning Principles (Knowles, 1980)
• Experiential Learning (Kolb, 1984)
• Reflective Practice (Schon, 1991)
Adult Learning: Key Theoretical Concepts STEP
Central and Western CPNs – Supervisor Training and Education Program
• Internally-motivated
• Knowledge and life experiences are
transferred to new learning opportunities
• Goal-oriented
• Learning has to be relevant
• Practically focused
• Like to be respected
(Knowles, 1980)
Adult Learning PrinciplesSTEP
Central and Western CPNs – Supervisor Training and Education Program
When supervising an adult learner:
• Ensure that the learning program starts with more structure
and progressively leads to less structure
• Support the student through inquiry rather than by giving
them ‘answers’
• Know your learner’s learning style
• Provide regular and specific feedback
• Assist learner to draw on their own knowledge and
experiences in problem-solving and reflecting
Adult Learning Principles in PracticeSTEP
Central and Western CPNs – Supervisor Training and Education Program
• Engage the learner in a reflective practice process –
action/reflection, rather than merely giving them
opportunities to have a practice experience
• Use live cases as a learning opportunity
• Clearly explain the rationale underpinning the way
you practice in your context
• Encourage expression of ideas and feedback
Adult Learning Principles in Practice (cont’d)STEP
Central and Western CPNs – Supervisor Training and Education Program
Experiential Learning CycleSTEP
Central and Western CPNs – Supervisor Training and Education Program
Kolb (1984) & Honey & Mumford (2000)
Honey & Mumford (2000) identify four learning preference
categories:
Learning StylesSTEP
Central and Western CPNs – Supervisor Training and Education Program
ACTIVISTSLearning by doing
REFLECTORSLearning by
observing the world
PRAGMATISTS
Focused on practice and ideas that work
in the ‘Real World’
THEORISTS
Focused on theories and abstract ideas
• To think on their feet
• To have short sessions
• Plenty of variety
• The opportunity to initiate
• To participate and have fun
Activists like:STEP
Central and Western CPNs – Supervisor Training and Education Program
• To think before acting
• Thorough preparation
• Researching and evaluating
• To make decisions in their own time
• To listen and observe
Reflectors like:STEP
Central and Western CPNs – Supervisor Training and Education Program
• Concepts and models
• To see the overall picture
• To feel intellectually stretched
• Structure and clear objectives
• Logical presentation of ideas
Theorists like:STEP
Central and Western CPNs – Supervisor Training and Education Program
• To see the relevance to their work
• To gain practical advantage from learning
• Credible role models
• Proven techniques
• Activities to be real
Pragmatists like:STEP
Central and Western CPNs – Supervisor Training and Education Program
+VE
Flexible
Happy to ‘have a go’
Enjoys new environments
Optimistic – unlikely to resist
change
-VE
Will jump in at the deep end
Can take unnecessary risks
Goes into action mode without
sufficient preparation
Gets bored with
implementation
Activists are wondering:
Will I learn something new? Will there be a variety of different activities?
Will it be OK to let my hair down and have fun? Will it be OK to make mistakes?
ACTIVISTS: A closer look STEP
Central and Western CPNs – Supervisor Training and Education Program
+VE
Careful
Thorough and methodical
Good at listening and
assimilating information
Thoughtful
-VE
Often holds back
Slow to make up their minds
Often too cautious and risk
averse
Not usually assertive
Reflectors are wondering:
Will I get time to think things through? Will I have time to research the relevant information?
Will I be under pressure to get things done?
REFLECTORS: A closer look STEP
Central and Western CPNs – Supervisor Training and Education Program
+VE
Logical systematic thinkers
Rational and objective
Disciplined in their approach to
work and life
Good at asking probing
questions
-VE
Limited in their lateral thinking
Low tolerance for disorder,
ambiguity or uncertainty
Not keen on subjective and
intuitive approaches – needs a
objective evidence base
Often focused on ‘shoulds’ and
‘musts
Theorists are wondering:
Will I have opportunities to ask questions? Is there a clear structure and purpose? Will I
encounter complex ideas and concepts that will enhance my learning? Are the approaches to be
used and concepts ‘valid’? Will there be other people of a similar calibre to myself?
THEORISTS: A closer look STEP
Central and Western CPNs – Supervisor Training and Education Program
+VE
Eager to test things out in
practice
Practical and realistic
Down to earth
Straight to the point
-VE
Tends to reject anything that
does not have an obvious
application
Not very interested in theory or
basic principles
Impatient with too much talk
More focused on the task
rather than the relationships
Pragmatists are wondering:
Will I get the opportunity to practice and experiment? Will I get practical tips and techniques?
Will we be addressing real problems? Will I be working with ‘hands on’ experts?
PRAGMATISTS: A closer lookSTEP
Central and Western CPNs – Supervisor Training and Education Program
Structured EnquiryTheory and Practice
Clinical teaching in line with Adult Learning
Principles
STEP
Central and Western CPNs – Supervisor Training and Education Program
An approach to ensure that intentional learning
is maximised by:
– Encouraging students to articulate their analysis and
opinion
– Promotes reasoning based on substantive knowledge
Encourages self-directed learning
– Reinforces areas of strength through positive feedback
– Creates a space for critical reflection, providing insight into
alternative approaches
– Promotes transferrable learning by providing guidance on
general principles
Structured EnquirySTEP
Central and Western CPNs – Supervisor Training and Education Program
1. Getting a commitment to the learning
2. Probe for the substantive knowledge - the evidence-base
3. Teach to general practice principles, concepts and
considerations rather than provide to case-specific
responses
4. Comment on what the student has done well
5. Respond to errors/misunderstandings with immediacy –
capitalise on errors made as ‘teachable moments’
Structured Enquiry ProcessSTEP
Central and Western CPNs – Supervisor Training and Education Program
Cue: Student presents information on a case to you and asks what to do
next?
Structured Enquiry Response: Ask the learner to give you their interpretation
of what the information suggests
Rationale: Encouraging students to articulate their view increases the
student’s commitment to working through issues themselves
Questions you may ask:
What do you think is going on for this client/patient?
What other information do you feel you need?
Getting CommitmentSTEP
Central and Western CPNs – Supervisor Training and Education Program
Cue: The student looks to you to confirm their view or to suggest alternatives
Structured Enquiry Response: Before offering your view, ask the learner to
articulate what knowledge they are basing their opinion on
Rationale: Asking the learner to articulate their thought process helps you to
identify what the learner knows and where there are gaps
Questions:
What led you to this conclusion?
What else did you consider?
What stopped you from going down that path?
Probe for the Underpinning KnowledgeSTEP
Central and Western CPNs – Supervisor Training and Education Program
Cue: the learner has articulated what it is he/she needs or wants to know in
working through the specific case or issue
Structured Enquiry Response: Provide general principles, concepts and
considerations and target to the learner’s level of understanding
Rationale: Instruction is more memorable and transferable if offered as a
general rule or principle
Teach to general principlesSTEP
Central and Western CPNs – Supervisor Training and Education Program
Cue: The learner may not consider what they did effectively
Structured Enquiry Response: Take the first chance you find to comment
on the specific good work and the effect it had
Rationale: Skills in learners are often ‘vulnerable’ because they may not
be well-established yet. Reinforcing the skill establishes competency
Comment on what the student has done well STEP
Central and Western CPNs – Supervisor Training and Education Program
Cue: Something the learner did or said will have an adverse
impact
Structured Enquiry Response: As soon as the error is made,
find an appropriate space to discuss the situation encouraging
the learner to critically reflect on their thought process and
behaviour. Work with the learner to identify what could be
done differently next time
Rationale: Learners who become aware of their mistakes and
know what to do differently in the future only need
reinforcement
Respond to mistakes with immediacy
as ‘teachable moments’
STEP
Central and Western CPNs – Supervisor Training and Education Program
Experiential Learning 1:
Task 1: Complete the Honey & Mumford (2000) Learning Styles Questionnaire
to understand your learning (and teaching) preferences
Task 2: Discuss in pairs – What are the implications for your practice as a
clinical educator?
Followed by Facilitated Debrief in Large Group
Session Plan for WorkshopSTEP
Central and Western CPNs – Supervisor Training and Education Program
• Honey, P. & Mumford, A. (2000). The learning styles helper's guide.
Maidenhead: Peter Honey Publications Ltd.
• Knowles, M. S. (1980). The modern practice of adult education: From
pedagogy to andragogy. Englewood Cliffs: Prentice Hall/Cambridge
• Kolb, D.A. (1984) Experiential learning : experience as the source of
• learning and development. Englewood Cliffs, N.J. : Prentice-Hall
• Schön, D. A. (1991) The Reflective Practitioner: How Professionals Think
(2nd edition), New York: Basic Books.
References STEP
Central and Western CPNs – Supervisor Training and Education Program
• Centre of Teaching Excellence (NJ, USA) – Clinical Education Teaching
Roles & Styles http://cte.umdnj.edu/clinical_education/clined_role-
styles.cfm
• Clinical Educators’ Resource Kit
http://www.qotfc.edu.au/resource/index.html?page=65340&pid=65374
• Guide to Facilitating Adult Learning – Rural Health Foundation, 2009
http://www.rhef.com.au/wp-
content/uploads/a_guide_to_facilitating_adult_learning.pdf
Some useful online resources STEP
Central and Western CPNs – Supervisor Training and Education Program
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Central & Western Metropolitan CPN
Supervisor Training and Education Program
Module 3 – Solution-focused placement
strategies Dr Pat Nicholson Director of Teaching and Learning , Nursing
The University of Melbourne
• Review monitoring the progress of a student
during clinical placement
• Discuss decisions surrounding assessment of
clinical performance
• Review development of learning objectives
• Process of a ‘failing student’
• Failing a student
Session learning objectives STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Monitoring progress, managing feedback and making
assessment decisions are interrelated activities
– Integral to continuous assessment of practice
– Essential in helping students learn through their practice
to develop clinical competence
– Monitor progress continually
– Provide constant informal feedback
• Formative and summative assessment
– Provision of feedback and assessment decisions that are
based on analysis of assessment evidence
Monitoring progress, managing feedback
and making assessment decisions STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Holding constructive discussions with the student
about clinical experiences that involve the student &
assessor
• Process
– Informal
– Formal
Activity is considered to be the ‘life-blood of learning’
with research suggesting that this is not well
sustained
– Either not done well or as frequently as needed or worse,
not at all
Managing feedback STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Enables students to monitor strengths and
weaknesses of their performance– Aspects associated with success of high quality can be recognised &
reinforced
– Unsatisfactory aspects can be modified or improved
• Can impact on teaching / learning process
• Gives message to students about their effectiveness and self-
esteem
• A major determinant of self-esteem is feedback form
significant others
Students view a good clinical experience to include constructive
feedback
Managing feedback STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Integration of the knowledge, skills, and
attitudes that are required for performance in
a designated role and setting
• Competency is determined in relation to
established / expected standards of
performance as determined by the profession
• Emphasis is on the clinical use of knowledge
and clinical practice
Competence STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Describes the holistic nature of professional practice – not a list of technical tasks
• Defines the scope of practice
• Describes a standard or level of practice
• Contains broad general statement about clinical practice
• Set standard for practice
• Articulate the unique attributes of a discipline
Professional competence STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Consumers know standard of practice required
• Determine eligibility for registration in Australia (refreshers and return to workforce)
• Determine eligibility for registration from overseas
• Assess re-entry and return to workforce
• Assess qualified practitioner to determine whether they are competent to continue their practice
Competence STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• A set of observable outcomes expressed as competency statements
• Sets a minimum standard of performance through criterion levels which are used to evaluate performance
• Criteria must be
• demonstrable
• observable
• measurable
Components of competence STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Attributes include knowledge, skills and
attitude
• Performance of a role or set of tasks
• Standards: competency requires the
performance to be of a certain standard
which is used to assess and validate
competence
Terminology STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Behavioral component is a set of observable
actions (both psychomotor & affective)
• Cognitive component is a combination of
perceptions, interpretations and decisions
• Both components are required to achieve
competence
Components STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Quality care is promoted
• Objective data is generated for performance
evaluations
• Clinical competence is determined
• Opportunity for professional development
• Accountability of practice
• Consistency of practice
Why measure competence?STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
There is a need to demonstrate sufficient evidence of:
• Safety
• Accountability
• Supervision
• Acceptance of responsibilities
• Anecdotal evidence (cues)
Assessment of competenceSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Professional issues (affective domain) are difficult
to conceptualize and measure objectively
• Focuses on clinical skills & knowledge that are
easy to observe & measure
• Patient population required may be limited
therefore preventing mastery by the learner
• Common to use checklist approach rather than a
varied evaluation approach that suits the
standard being assessed
Limitations of competencies STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
Domain
Clinical Practice (Enabling and Problem Solving)
Competency Statement
Maintains a physical and psychosocial environment which
promotes safety, security and optimal health
Element
Demonstrates effective and appropriate knowledge of
biomedical equipment
Exemplar or Example
Competency AssessmentSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
Performance is directly observable, whereas competence is not
Competence cannot be directly observed therefore the evidence collected needs to be of sufficient quality and quantity to make a sound judgement about the individual’s level of competence (Gonczi, 1994; Gonczi et al., 1993;
Heywood et al., 1992; Wolf, 1989).”
Defining competence STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Observation (direct, indirect)
• Audit of documentation (care plans, plan for the day)
• Journaling situations that reflect elements of competencies
• Interviews (motives, attitudes)
• Paper and pencil test
• Academic record
Sources of evidence STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Valid
• Accurate
• Sufficient
• Consistent
• Authentic
• Current
Criteria for accurate assessment STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Competencies requires a holistic approach
that incorporates the tasks
Competence STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Focus on the practice, not the procedure
• Safety
• Accountability
• Accuracy
• Ability to individualise
• Tasks are performed in safe and effective manner
The successful completion of a task does not necessarily constitute a competence
Holistic assessmentSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Assessment practice in clinical setting
presents with many problems
• Issue of subjectivity when assessing students
in the clinical setting
Where judgement is required, there will
always be some form of disagreement
Difficulty of assessing clinical practice STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Not viewed as ‘policing’ but a process to assist
student learning, development and progression
• Ongoing assessment activity throughout the
placement
• Progress can be monitored most accurately if the
mentorship is stable
– Keeping abreast of clinical activities
– Development of competence
Monitoring progress STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Keeping track of development of competence
– What is the student learning?
– What clinical activities has the student
participated in?
– How can further learning be facilitated?
• Important factors to consider:
– Prior clinical experience
– Competencies & learning outcomes to be
achieved
– Stage of training of the student
Monitoring progress STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
Assessment activities to monitor progress STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Crucial to assessment process
• Can be used for ongoing review of the student's
progress
• Review previous clinical situations
• Question future learning opportunities
• ? Difficulties student is experiencing completing
certain activities
• Student self-assessment
• Constructive feedback
Dialogue in assessment STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Discuss student with other assessors
• Is the student progressing?
– Is the student achieving competencies?
– Demonstration of growing level of skill and competence
– Is the performance consistent?
– Is there a demonstration of growing understanding of the
rationale underpinning practice?
– Is there demonstration of development of attitudes and
values appropriate to professional practice?
– Is there demonstration of engagement in EBP and
reflective practice?
Formal assessmentSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Has the student achieved the competencies?
• Does the assessment evidence achieve validity of
assessment?
• Does the assessment evidence achieve reliability of
assessment?
• Is there demonstration of a sound understanding of
the rationale underpinning the competencies?
• Is the student developing the attitudes and values
appropriate to professional practice?
Summative assessmentSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Clearly document concerns in assessment forms
early in placement
• Discuss situation with senior practitioner with overall
responsibility for student learning - essential
• Clear and open communication between student,
assessor & HE sector
• Arrange to meet with student as soon as possible
• Consider and discuss the evidence which has led to
this decision
Managing assessment problemsSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Make sure the student understands the nature of
the problem – has the student heard you?
• Develop a targeted detailed action plan with the
student – clear and unambiguous
• Set deadline and make sure the student understands
them
• Work closely with the student – include other
assessors
• Conduct progress meetings – keep notes
• Weekly progress review if not problems persist
Managing assessment problemsSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Audience
• Behaviour
• Condition
• Degree
Components of learning objectives STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Audience
• Learner the focus of the objective
• Focused on learner’s intended outcome of learning
• Behaviour
• The action(s) or ability(s) of the learner that indicate
that the intended learning has occurred (states
acceptable level of performance)
• Varying degrees of complexity of behaviours
• Stated in observable, behavioural measurable terms
Characteristics of learning objectives STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Condition
• If the learning is to be demonstrated under specific
conditions these conditions can be indicated in the
objective
• Degree
• If the learning is to be demonstrated to a certain
standard, degree of accuracy or specified quality this
expectation can be written into the objective
• Takes into account learners previous experience
Characteristics of learning objectives STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Simple Objective
– Audience + Behaviour statement
– The learner will describe the benefits of diuretic drugs
• Complex Objective
– Audience + Behaviour statement + degree statement +
condition statement
The student will identify the major muscles of the thigh with
100% accuracy when provided with a diagram
Learning objective example STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Identify goals of learning
• Break goals into components of learning outcomes
• Identify current learner competencies
• Determine outcomes to be addressed in learning sessions
• Write learner-centered objectives for attainment of goals
• Arrange learning objectives in reasonable teaching sessions
Steps in developing learning objectives STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
111
112
113
• Should not come as a surprise to the student if
formative assessment evidence is used
• Plan of action followed before failing a student
• Legal and ethical issues not failing a student
• Student reactions to being failed
– ‘grieve the loss of what was, perhaps, a dream’
– Managing emotional reaction
• Failure may be a positive experience
Failing a student STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Additional work in dealing with the fail
• Emotional aspect for the assessor
• Personal failure
• Personal dilemma that failing a student is
incongruent with being a health care professional
• Poor preparation as an assessor
• Student manipulation
• Lack of support from colleagues
• Implications of failing 1st or 3rd year student
Failure to failSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
• Provide evidence of progress
• Continuous assessment activities (model)
• Early identification of learning difficulties
• Fairer deal is assessment plan is developed &
followed
Do we assign a pass grade lightly and without
misgivings too?
SummarySTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
Bastable, S. (2003). Nurse as educator. Principles of teaching and learning fornursing practice. (2nd ed.). London: Jones and Bartlett.
Ferguson, L. 1998). Writing learning objectives. Journal of nursing staffdevelopment, 14(2), 87 – 94.
Gronlund, N.E., & Linn, R. (1990). Measurement and evaluation in teaching. (6th ed.). New York: MacMillan.
Kelly, K. (1992). Nursing staff development. Current competencies, future focus. Philadelphia: Lippencott.
Maier-Lorentz, M. (1999). Writing objectives and evaluating learning in the affective domain. Journal for nurses in staff development, 15(4), 167 –171.
Mellish, J., & Johnson, S. (1986). Evaluation in clinical nursing. Durban: Butterworth.
Nicklin, P.J., & Kenworthy, N. (2000). Teaching and assessing in nursingpractice. An experiential approach. London: Harcourt.
References STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education
Program
Central Metro and Western Metro Clinical Placement Networks
Supervisor Training and Education Program
Module 4 - Diversity in Clinical Education
Dr Joan Deegan
Development Manager
Central/Western Clinical School Network
La Trobe University
• Culture Theory (Ting –Toomey, 1999 & Dillard, 2011)
• Literature (international student experience)
• Some in vivo quotes from research on the international student
experience
• Intercultural Communication
• Factors that influence Adaptation
• Assessment
ApproachSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Introduce some theoretical perspectives on culture & cultural
interaction
• Raise awareness of the various ways in which cultural &
linguistic factors impact on student learning in the clinical
environment
• Promote discussion around how theoretical perspectives may
help guide the education & assessment process in the clinical
environment
• Promote awareness of the pivotal role of the facilitator in
creating a positive learning environment
• Key features & purpose of assessment
AimSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Australia preferred destination for o/s students in Asia Pacific region
• Highest I/N proportion (20.6%) of tertiary degree enrolments of any OECD country (ALTC 2011)
• $5.5 billion per year in the state of Victoria (Asher, 2011) & around $18 billion nationally (Phillimore & Koshy, 2010)
• Third most valuable export after coal & iron ore in Australia & wool & diary in NZ
Importance of Understanding DiversitySTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
“Multiculturalism is not a subject. It is a
philosophy and must be part of the mental
fabric of teachers/clinicians & students.
It is present every minute of every day.
It is learning how to get along with people who
are different than ourselves.” (Marulis, 2000)
Anti-bias practiceSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Defined as a complex frame of reference that
consists of patterns of traditions, beliefs,
norms, values, symbols & meanings that are
shared to varying degrees by interacting
members of a community (Ting-Toomey, 1999)
CultureSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Through communication culture is passed
down, created & modified
• Provides us with a set of ideals on how social
interaction can be accomplished
• Binds people via shared linguistic codes,
scripts etc
Cultural CommunicationSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
Some needs are common to all people at all times
• Need to make a living
• Need for social organisation
• Need for knowledge & learning
• Need for normative & metaphysical expression
(Serrat, 2008)
Shared needsSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Communication in the health care setting
• Coping with social & cultural adjustments
• Understanding expectations & approaches to
WIL (ALTC 2011:5)• Medical terminology is more specific than IELTS reading, writing, listening, speaking. Consequently, can
have high IELTS & still have significant language issues (ALTC 2011:12)
Key Issues identified by ALTC 2011STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Takes place when cultural group membership
factors (norms & scripts) affect our
communication processes
• Defined as: The symbolic exchange process
whereby individuals from two or more
different cultures negotiate shared meanings
in an interactive situation
Intercultural Communication (Ting-Toomey, 1999)STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Being aware of our own & others behaviour in
the situation
• Focusing attention to the process of
communication between ourselves &
dissimilar others
Mindful CommunicationSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Habitual ways of thinking & behaving without
conscious awareness of our underlying
intentions or emotions
• Consumed by our habits; reactive/defensive
emotions or biased ethnocentric cognitions
Mindless communicationSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• A lot of staff treat the students as if they are
completely stupid, anyone with an accent is
automatically considered an idiot. They will
speak really fast & not repeat themselves and
then they just come & tell me that the student
can’t speak English. Gail (Teacher), PG1:Ln8
Teacher perspectiveSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
Identity Regeneration Perspective (Ting-Toomey, 1999):
• A sense of identity loss & identity deprivation with regard to
values, status, profession, friends & possessions
• Identity strain as a result of id rejection by members of the
new culture
• Identity confusion with regards to role ambiguity &
unpredictability
• Identity impotence; not being able to cope with the new
environment
Culture ShockSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• It’s limiting communication with the student. Well absence of
any social communication. Sometimes, it’s limiting
professional communication…it’s the tone, it’s the eye
contact.
• You know two nurses will be having a social conversation and
one of the students will come up because I’ve asked them to
report an abnormal BSL (Blood sugar level), and they’ll leave the
student waiting there, not talking to them until they’re ready
to address them, and that is very, very demeaning to a thirty
or forty-year-old woman, and the grad might be twenty-one
or twenty-two. Gail (Teacher) PG6:Ln1
Limiting communication – teacher perspectiveSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• In contrast to classroom teaching, clinical education takes
place in a complex social environment where a facilitator, in
order to secure appropriate learning opportunities, needs to
have a working knowledge of the needs of patients, students,
clinician colleagues in the clinical unit (Chan, 2001)
• The facilitator/clinician then becomes a significant variable in
establishing a learning environment in the clinical area (Rielly
& Oerman, 1992) & therefore has the potential to be the key
support or the chief barrier to the student’s success (Amaro
et. al. 2006).
Clinical Education ContextSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Cultural background
• Different learning styles
• Differing perspectives on involvement e.g.
• Beliefs around authority & authority figures
• Gender e.g. beliefs around gender specific roles
• Language (understanding instructions, questions, expectation)
• Patient/client behaviour in the presence of the student
• Clinician/supervisor behaviour & communication style
• Supervisor level of contentment with the role
• Level of prior preparation & understanding (supervisor & student)
• Culture of the learning environment (how staff relate to each other & to
authority, subordinates, students & clients)
Cultural & Environmental Influences that Affect
Behaviour & Learning in the Clinical Setting
STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• The activities of the clinical/field community are
shaped by a number of factors such as:
• Professional discipline (knowledge)
• Rules (professional & organisational)
• Cultural norms (what’s acceptable, normal & what’s not)
• Division of labour
• Power relationships & mediating artefacts such as
technology, language etc. that it uses to pursue an
outcome
Organisational CultureSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Members of a culture or a community analyse
the language, appearance & gestures of
others & act in accordance with their
interpretations
• It is on the basis of these perceptions, that
they justify their conduct; this conduct can
only be understood in the context in which
people function (Holloway & Wheeler 2002:153)
InterpretationsSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• There are some staff who are very warm and
helpful, but there are also some staff who are
bullying 50% are good & nice & warm, 50%
are raising their eyebrows, looking you from
head to toe. They don’t say it straight forward
but you can feel it. I am a stranger in this
place, something that worries me. Leesa, PG9:Ln9 &
P10:Ln2&3
Student perspectiveSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
Tend to be negative
• Confusion
• Hurt/pain
• Anger
• Fear
• Guilt
• Sense of distancing from others
• Loneliness
Feelings generated by experience of being
different (Diller, 2010)
STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Bilingualism is a condition of knowing 2
languages rather than one
• Individuals have 2 language systems, both
overlap & are distinct
• Both relied upon in a number of ways
depending on linguistic & communicative
demands in everyday settings (variations occur from such
variables as age on arrival, language spoken at home, context related anxiety etc.). May
have high level language proficiency, but a low level of cultural knowledge (Devlin, 2002)
The Bilingual Mind (Valdes & Figueroa,1989)STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Bilinguals process information more slowly in
their less familiar language which may
account for their slower speed of response in
some situations
• To achieve communicative competence they
need to achieve interactional competence (when
& how to respond to questions, seek clarification etc.)
BilingualismSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Difficulties with various aspects of language (Amaro et al. 2006; Omeri et al., 2002; Shakya & Horsfall, 2000).
• Prejudice because of their accents
• Many international students reported
encountering prejudicial behaviours from staff
& patients in the clinical environment (Amaro et
al., 2006)
Some challenges for CALD studentsSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Fear of making mistakes
• Difficulty understanding & speaking English &
need to translate English back into their native
language to facilitate comprehension (Kilstoff &
Baker, 2006)
• Internalised culture has the potential to
inhibit learning in an educational setting
imbued with very different values and
expectations
Other factors that inhibit learning &
participation
STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• When I go to the hospital I am also worried
to[sic] do some of the things because I’m
worried about how it will affect me in the
future, so a lot of confusion is there because
I’m not getting enough knowledge about legal
system. Nanette, PG1:Ln6
Student comments – fear of making mistakesSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Learning a new vocabulary, & understanding
new concepts have the potential to impede
academic achievement (Shakya & Horsfall,2000)
• Communication anxiety can impact on
academic behaviour
• A student may avoid participating in learning
activities, particularly if it involves speaking
Factors that inhibit learningSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• It’s a big concern for me because some nursing staff is not
friendly when you do handover, some are laughing & some
are doing Ar, Ar, Ar like this (Tape: 217), & it make me feel so
uncomfortable. This have a big impact on me, because I am
afraid to do handover again, maybe I will refuse to do
handover again. It make me nervous because once the nurse
laugh at me then, tomorrow that nurse could be my buddy &
I’m afraid to ask questions. I will keep quiet because I’m afraid
she will laugh at me again. I think this influence me because
once they treat me very bad, of course I’m reluctant to do
some things & sometimes I want to escape. Lei PG12: Ln2, &
4-6
Student’s experience – giving a nursing
handover
STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Fundamental emotion of fear gives rise to
emotional vulnerability & identity insecurity (Host community)
• Individuals fear that their cultural & social
habits & identities are being attacked
• Out-group members bring with them
alternative values, norms; threatening the
fundamental way of existence of the host
organisation
Why Prejudicial Attitudes STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Resentment
• Frustration
• Anger
• Anxiety
Triggered Responses (Host Culture) STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Confront our own biases & ethnocentric
attitudes
• Question where, when & how & why we have
learned those attitudes
• Check the content of our stereotypes against
our actual experience with the individual
STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
Managing our Responses
• Institutions can either help or hinder the
adaptation process through the degree of
receptivity & helpfulness provided by
members of the host community(Ting-Toomey, 1999; Ward et al., 2001)
• Socio-cultural adaptation is strongly affected
by contact variables such as quantity and
quality of relations with host nationals (Ward et
al., 2001)
Factors that influence adaptationSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Awareness of our own culture personal &
professional
• Awareness of factors that impact on learning
& adaptation
• Mindful communication
• Clear & concise understanding of subject
outcomes/requirements
• Regular clear concise factual/constructive
feedback
Mindful intercultural awareness & communicationSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
Clarifying:
• Beware of nonverbal cues (they are continuous)
• Abbreviations
• Medical terminology, pronunciations, slang
• Share the cultural norms of the clinical unit, &
offering assistance
• At least some positive feedback (Kilstoff & Baker 2006)
Facilitating learningSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
Explain links between theory & practice:
Students can go through the day getting great
experience with law, with drug administration
& informed consent [both with legal
implications] but they won’t actually see that
as experience…for the exam. Gail (Teacher), PG8:Ln5
Make linksSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
To Main Functions
• Part of a system of accreditation
• Foster student learning (formative &
summative)
• Formative assessment crucial to effective
learning
• Very powerful driver of student’s learning
behaviours
Assessment: PrinciplesSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Variety of learning opportunities keeps the
student interested
• Knowledge
• Skill
• Teamwork
• Time management
• Reliability
• Communication
Variety of Learning Opportunities/OutcomesSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Intellectual
• Practical
• Confusion will make the CALD student in
particular very anxious & lead to unproductive
work
Clear understanding of ExpectationSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Make clear what they are being assessed
against e.g.
• Subject outcomes
• Competency Standards including the various
Domains
• Room for professional judgement, but the
standard must be generally recognised within
a field or profession
Assessment Criteria: Detailed transparent &
justifiable
STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Important function in helping students learn
• Need explanations & suggestions
• Very powerful if written
• Needs to be quick, effective
situational/contextual (one issue & from one person at a time)
Specific & Timely FeedbackSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Transparent
• Demonstrably fair & reasonable; particularly
when associated with accreditation
• CALD students in particular simple, clear
wording
• Tasks such as oral presentations can be
particularly difficult for CALD students
Should be undertaken with an awareness that the assessor
could be called upon to justify the outcome
STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• Needs to be carefully planned & structured
• Students need to be systematically prepared
• Each understanding their role in the process
Group ActivitiesSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
• If certain areas of knowledge & skills are not
understood by large numbers of students this
signals need for urgent attention
Systematic analysis of student performance can help
i/d areas of curriculum needing improvement
STEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
A literature review: Levy et. al. 2009 examining
student perceptions of C/I skills they found
most helpful (Across many A/H disciplines involving teachers &
student perspectives)
• Matching clinical teaching skill to student
understanding & experience
• Good communication skills
• Constructive feedback
• Help student develop self confidence
Student perception of supervisor effectivenessSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
Knowledge may be the key to eroding ignorance,
but it takes a good dose of empathy to move
from intellectual understanding to
compassionate action(Miller, 2001)
Thought for todaySTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program
Ascher, C. (1998). Assessing bilingual students for placement & instruction. ERIC/CUE Digest No. 65. ERIC
I/D ED322273. Retrieved 14/3/2012 from
http://www.cshe.unimelb.edu.au/assessinglearning/03/intstaff.html
Asher, L. (2011). Victorian Government response to Commonwealth’s Knight Review (Press Release) Downloaded from www.premier.vic.gov.au 10/5/2012
Assessment: An explanation of the principles. Retrieved 13/32012 from:
http://www.cshe.unimelb.edu.au/assessinglearning/03/intstaff.html
Australian Bureau of Statistics http://www.abs.gov.au/ausstats/abs@.nsf/mf/3101.0
Chan, D. (2001). Development of an innovative tool to assess hospital-learning environments. Nurse
Education Today, 21, 624-631. Retrieved 18/7/2006 from http://www.idealibrary.com
Deegan, J. & Simkin, K. (2010) Expert to novice: Experiences of professional adaptation reported by Non-
English Speaking Nurses in Australia. Australian Journal of Advanced Nursing (27) 3
Devlin, M. Assessing students unfamiliar with assessment practices in Australian higher education. Excerpt
from: McInnis, J. & Devlin, M., (2002). Assessing learning in Australian Universities: Ideas strategies &
resources for quality in student assessment. Centre for the Study of Higher Education. Retrieved
15/3/2012 from http://www.cshe.unimelb.edu.au/assessinglearning/03/intstaff.html
Delahaye, B. (2005). Human resource development: Adult learning and knowledge management (2nded.).
Sydney: Wiley.
Diller, J. V. (2011). Cultural diversity: A primer for the human services (4th.ed.). Cengage: Australia
ReferencesSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program19/07/2013 164
Holloway, I., & Wheeler, S. (2002). Qualitative research in nursing (2nd Ed.). Melbourne: Blackwell Science.
Levy, L. S., Sexton, P., Willeford, S., Barnum, M. G., Guyer, S., Gardner, G., Fincher, A.L. (2009). Clinical
instructor characteristics, behaviours and skills in Allied Health Care Settings: A literature review. Athletic
Training Education Journal 4 (1), 1-13
Marulis, L. (2000). Anti-Bias teaching to address cultural diversity. Multicultural Education 7 (3) 27-30
Miller, H. M. (2001). Teaching & learning about cultural diversity. The Reading Teacher 54 (4) 380-381.
Phillimore, J. & Koshy, P. (2010). The economic implications of fewer international higher education
students in Australia. Australian Technology Network of Universities. Final Report.
Serrat, O. Culture theory (2008). Knowledge Solutions.
Ting-Toomey, S. (1999). Communicating across cultures. New York: Guilford Publications.
Valdes, G,. & Figueroa, R., (1989). The nature of bilingualism & the nature of testing: towards the
development of a coherent research agenda. Prepared for the National Commission on Testing & Public
Policy. Unpublished manuscript. University of California Berkley & University of California (Cited in Ascher,
1990)
Ward, C., Bochner, S., & Furnham, A. (2001). The psychology of culture shock (2nd Ed.). Philadelphia:
Routledge.
Ziguras, C., McBurnie, G. (2011). International Student Mobility in the Asia Pacific: From globalization to Regional Integration. In: Marginson, S. , Kaur, S. & Sawir, E. (Eds.). Higher education in the Asia Pacific:
Strategic responses to globalisation. New York: Springer.
ReferencesSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program19/07/2013 165
• http://www.cshe.unimelb.edu.au/assessinglearning/03/intstaff.html
• http://www.intstudentsup.org/
The latter is particularly useful
Useful LinksSTEP
Central Metro and Western Metro CPNs – Supervisor Training and Education Program