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Developing clinical supervision for complementary therapy educators.

Janet Richardson1, Sylvina Tate, Olive Leonard

  • 1School of Integrated Health, University of Westminster, Euston Centre, London, UK. richarj@wmin.ac.uk

Journal of Alternative and Complementary Medicine (New York, N.Y.)
|November 25, 2003
PubMed
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Clinical supervision training for complementary therapy clinical tutors improved their reflective practice skills. This supportive learning framework positively impacted their work with students and patients.

Area of Science:

  • Complementary Therapy Education
  • Clinical Supervision
  • Reflective Practice

Background:

  • Effective reflective practice is crucial for complementary therapy clinical tutors to guide students.
  • Existing training gaps may hinder tutors' ability to foster reflective practice in students.

Purpose of the Study:

  • To implement and evaluate a clinical supervision framework for undergraduate complementary therapy clinical tutors.
  • To assess the impact of this framework on tutors' understanding and experience of reflective practice.

Main Methods:

  • A clinical supervision framework was implemented for clinical tutors.
  • Supervision occurred in small groups led by a skilled supervisor, focusing on teaching clinic issues.
  • Evaluation involved questionnaires, interviews, and focus groups with tutors and facilitators.

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Main Results:

  • Clinical supervision groups provided a strong supportive learning framework for clinical tutors.
  • Participants reported enhanced understanding and experience of reflective practice.
  • The framework was perceived to positively influence tutors' interactions with students and patients.

Conclusions:

  • Clinical supervision is an effective method for developing reflective practice in complementary therapy clinical tutors.
  • Implementing such frameworks can enhance the quality of clinical education and patient care.
  • Further research could explore long-term impacts and scalability.