Attention all Health Professionals:
Criteria for registration to the Leading and Influencing in Clinical Supervision Workshop:
1) Profession must be listed in Appendix I (List of Professions). See Appendix 1
2) Registrants must be currently providing clinical supervision in a health setting (public, private, and not-for- profit sectors included).
3) Must be a clinical supervisor or line manager, providing or interested in providing leadership and influence in clinical supervision.
Workshop Title: Leading and Influencing in Clinical Supervision (1-Day Advanced Workshop)
Brief description:
This 1-day workshop is most appropriate for clinical supervisors and line managers, in particular those who provide or are interested in providing leadership and influence in clinical supervision.
The workshop seeks to encourage clinical supervisors to show leadership and influence when facilitating learning, conducting summative assessment and to actively address workplace and organisational culture and communication.
Learning Outcomes
At the end of the workshop participants will be able to:
The important aspect the advanced workshop recognises is supervisors can more widely influence the institution in which they work, beyond just the students or colleagues they closely relate to or the Department in which they work. This requires taking concepts already learned and used as a clinical supervisor and finding ways to constructively work with peers and more senior colleagues to influence, inspire and improve. Additionally, the advanced workshop takes understanding the critical nature of summative assessment to a new level.
Contributor Details
Contributor Name: Annette Carroll
Contributor Profession: Other
Teaching Resource Information
Resource Type: Other Document
This resource is relevant to: Any health profession
Teaching Resource Title: HWA National Common Health Capability Resource
Brief description:
This is a great resource for developing standards and competencies. It was created through consultations and reviewing standards and job requirements in medicine, nursing and allied health professions therefore can be easily modified to suit any health profession.
Attachment: http://tellcentre.net/cop/wp-content/uploads/formidable/NCHCR2013.pdf
Contributor Details
Contributor Name: Shaani Graves and Jacqueline Niemann
Contributor Profession: Audiology
Teaching Resource Information
Resource Type: Journal Article
This resource is relevant to: Any health profession
Teaching Resource Title: Assessing professionalism: theory and practice
Brief description:
Fitness to practise/professional competence is receiving
increasing attention in the medical profession and in
medical education.
There are conceptual and practical limits to the
employment of methods of selecting medical students
which aim to maximize prefessional competence.
Professional judgment is a necessary and legitimate
component of all assessment areas in medicine.
The assessment of professional attitudes and behaviour
requires professional judgment, but is no less objective
than judgments made in traditional made in traditional
academic areas.
Assessing attitudes and bahaviour is best achieved
using a ‘negative’ model, which is analogous to the
assessment of decision-making capacity.
Author(s) (Surname, Initial/s): Parker, M;
Volume/Issue/Page: 28/5/399-403
Year of Publication: 2006
Publisher: Informa Healthcare; Medical Teacher
Contributor Details
Contributor Name: Shaani Graves and Jacqueline Niemann
Contributor Profession: Audiology
Teaching Resource Information
Resource Type: Journal Article
This resource is relevant to: Any health profession
Teaching Resource Title: No model of clinical education for physiotherapy students is superior to another: a systematic review
Brief description:
Which models of undergraduate/entry-level clinical education are being used internationally in allied health disciplines?
What is the effect and, from the perspective of stakeholders, what are the advantages, disadvantages, and recommendations
for successful implementation of different models of undergraduate/entry-level clinical education?
Author(s) (Surname, Initial/s): Lekkas, P; Larsen, T; Kumar, S; Grimmer,K; Nyland, L; Chipchase, L; Jull,G; Buttrum,P; Carr, L; Finch, J;
Volume/Issue/Page: 53/19-28
Year of Publication: 2007
Publisher: Australian Journal of Physiotherapy
Contributor Details
Contributor Name: Shaani Graves and Jacqueline Niemann
Contributor Profession: Audiology
Teaching Resource Information
Resource Type: Journal Article
This resource is relevant to: Audiology, Occupational Therapy, Physiotherapy , Speech Pathology
Teaching Resource Title: Clinical Education and Practice Placements in the Allied Health Professions: An International Perspective
Brief description:
This report describes the outcomes of extensive discussions surrounding clinical education and practice placement issues undertaken by an international group of allied health educators (in audiology, occupational therapy, physiotherapy and speech pathology).
Author(s) (Surname, Initial/s): Rodger,S; Webb,G; Devitt,L; Gilbert,J; Wrightson,P; McMeeken, J;
Volume/Issue/Page: 37/1/53
Year of Publication: 2008
Publisher: Journal of Allied Health
Contributor Details
Contributor Name: Emily Peelgrane
Contributor Profession: Occupational Therapy
Teaching Resource Information
Resource Type: Journal Article
This resource is relevant to: Any health profession
Teaching Resource Title: Educators and students prefer traditional clinical education to peeer-assisted learning model, despite similar student performance outcomes: a randomised trial
Brief description:
Investigation of an increased student to supervisor ratio placement which also explores clinical education outcomes. The study indicated that the increased student to supervisor ratio decreased reliance on clinical educator due to peer mentoring and was thus less burdensome for the supervisor/clinical educator. However satisfaction for the clinical educator/supervisor was less due to potentially reliance on traditional forms of clinical education. The study indicated that more flexible peer assisted learning strategies may need to be implemented to increase user satisfaction.
Author(s) (Surname, Initial/s): Sevenhuysen, S. Skinner, EH, Farlie, MK. Raitman, L. Nickson, W. Keating, JL. Maloney, S. Molloy, E. Haines, T.P.
Volume/Issue/Page: 88
Year of Publication: 2014
Publisher: Journal of Physiotherapy
Contributor Details
Contributor Name: Ruth Hew
Contributor Profession: Medicine
Teaching Resource Information
Resource Type: Website
This resource is relevant to: Medicine
Teaching Resource Title: lifeinthefastlane.com
Brief description:
good library of ECG and Emergency Medicine clinical scenarios as a resources of case and problem based discussions
Website: http://lifeinthefastlane.com
Contributor Details
Contributor Name: Rosalyn Stanton
Contributor Profession: Physiotherapy
Teaching Resource Information
Resource Type: Website
This resource is relevant to: Any health profession
Teaching Resource Title: Learning from the patient experience
Brief description:
An article in the New York Times from the perspective of a patient interacting with health professional students. I use this as a recource for my students and supervisors to read to increase their perpective from the point of view of the patient.
Website: http://www.nytimes.com/2011/03/01/health/views/01cases.html?_r=0
Contributor Details
Contributor Name: Margaret Potter
Contributor Profession: Other
Teaching Resource Information
Resource Type: Other Document
This resource is relevant to: Any health profession
Teaching Resource Title: Emotional Intelligence Inventory
Brief description:
The purpose of this survey is to promote your thinking about your emotions and behaviours. It was adapted from an instrument designed by Emily Sterrett (PhD), in The Manager’s Pocket Guide to Emotional Intelligence (2000).
Attachment: http://tellcentre.net/cop/wp-content/uploads/formidable/EI-Inventory.pdf