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Professional development in clinical teaching: An action research study.

Colleen L Ryan1, Margaret M McAllister1

  • 1School of Nursing, Midwifery and Social Sciences, CQUniversity Australia, Building A/Level G, 90 Goodchap St, Noosaville, QLD 4566, Australia.

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Summary

Clinical supervisors face role complexity and tensions. This study involved them in developing targeted professional development to create innovative solutions for better support and effectiveness.

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Area of Science:

  • Health professions education
  • Nursing education
  • Clinical supervision

Background:

  • Clinical supervisors face challenges supporting health students' learning.
  • Existing professional development often overlooks supervisors' specific needs, prioritizing administrative goals.

Purpose of the Study:

  • To explore challenges faced by Australian nursing clinical supervisors.
  • To co-design meaningful professional development activities tailored to supervisors' needs.

Main Methods:

  • A qualitative action research approach was employed.
  • Ten nursing clinical supervisors participated in three collaborative meetings over seven months.
  • Participants identified and addressed shared challenges and role tensions.

Main Results:

  • Supervisors experienced tensions, notably "Doing and Thinking," "Educator and Clinician," and "Negotiating and Challenging."
  • Visualizing and articulating these tensions fostered empathy and understanding of role complexity.
  • Solutions were developed to validate and advocate for the clinical supervisor role.

Conclusions:

  • Innovative solutions, including podcasts, posters, banners, and flyers, were created.
  • These resources aim to help supervisors harmonize tensions and enhance their effectiveness.
  • The study highlights the importance of supervisor-led professional development.