Setting a clear clinical supervision agenda

In this section we provide some basic strategies for developing a 'placement road map' that will provide direction for your journey with the student/s.

Preparing for students

A quick reflection on key elements of the clinical supervisor role:

• helping students to identify their learning objectives/goals,
• facilitating their progress towards meeting required learning outcomes,
• identifying issues that require attention, and
• assessing learning and providing constructive feedback.

And your own preparedness for supervising students, eg.

• working constructively with students to progress their development of skills and knowledge,
• accepting individual differences and being inclusive in your supervision practice, and
• remembering you will be a key role model for the student/s - behaviour that students might model include your own professionalism, punctuality, dress code, communication style, organisation skills and/or mannerisms.

Then, checking through the practicalities, eg.

• revising the competencies/learning outcomes that will need to be assessed during the clinical work experience,
• being aware of the level of student/s expected (1st year, 2nd year, 3rd year etc.),
• having a clear understanding of the student's scope of practice,
• briefing other staff about the upcoming student placement,
• Checking/confirming details such as:
• name/s of student(s)
• 'prac' dates
• start and finish times each day
• prepare an orientation to your department,
• deciding on a process for students to contact you/your department, especially if they are unwell and unable to attend, and
• setting up a "zipped" folder (for safety and confidentiality) with relevant documents, information sheets, learning activities, examples of work sheets, student practice sheets etc.

Getting off to a flying start on Day 1 - 'Setting the scene'

To help the placement run smoothly, it's essential that everyone is on the same page from the very start.

Establishing a professional relationship

As the length of placements varies widely and, in some cases may be quite short, it is important to be able to quickly establish rapport with the student/s. Here are some ideas for useful 'ice breaker' questions that can help to start a conversation about learning.

• How are you enjoying your course? What do you like most?
• Where have you previously been on placement? What did you experience there?
• What excites you about this placement?

Clarifying expectations

After you and the students have had a 'meet and greet', facilitate a discussion with them that includes:

• the purpose and key objectives of the placement,
• the learning experiences that they are likely to be undertaking, and how these will further their development of clinical knowledge and skills,
• how you, and other staff (as appropriate), will work with the student/s during their placement,
• your expectations of them - be explicit about specifics such as scope of practice, preparation to be undertaken, punctuality, correct attire and use of appropriate communication channels
• reviewing students' personal aims and objectives, and providing further feedback and direction as required, and
• clarifying the who, how and when for communication during the placement (contact details, what to do when etc.).

Encourage your students to articulate their expectations and learning needs as well, eg.

• What do they expect of you the supervisor?
• Is there something specific that they hope to gain from their experience in your department?

This is a 'golden' opportunity to develop your professional relationship with the student/s - be open, supportive, knowledgeable and approachable.

Watch the following video vignette which captures a clinical supervisor discussing expectations with a student, and reflect on the following questions:

• How well do you think the supervisor clarified her expectations of this student?
• What particular strengths did you observe in the way that she interacted with the student?
• What do you think she should have done differently (and why)?
• How similar/different are the strategies that you use for clarifying expectations with students?

Keeping things running smoothly

As the placement progresses it's good to keep in mind that, no matter how well prepared students might be, the clinical environment can be an unfamiliar, scary place. It's easy for students to feel overwhelmed and out of their depth - 'lost in a maze'. This makes it very hard for them to feel 'in control' of their learning and motivated to do well.

To keep things running smoothly we suggest:

• Daily check-ins with each student which include individual progress with learning objectives, challenges encountered, 'wins' that can be acknowledged, plans for the day/next day etc.
• Daily check-ins with key staff which include their perceptions regarding student progress, what's going well/not well, learning environment support etc.
• Reviewing students' personal aims and objectives, and providing further feedback and direction as required.
• Regularly monitoring the clinical learning environment. Similarly to clinical supervision, there's no 'best' clinical learning environment. However, several studies have identified the following characteristics as having a positive / less positive impact on student learning in the clinical environment:

Positive characteristics recognition of students' presence and support a collegial environment - students perceived as part of the team good communication a positive atmosphere positive interactions with staff

Less positive characteristics students perceived to be a burden lack of collaboration between students and staff unrealistic expectations lack of direction poor communication

• Undertaking formative assessment of students' performance and providing constructive feedback that assists students to correct deficits and/or further improve their knowledge and skills
• Meet regularly with the students to discuss how the placement is progressing, enable students to share their key learnings with the group (as appropriate) and review/revise your overall plan for the placement.

Wrapping up

As the placement is progressing towards completion, we suggest that you ask yourself the following questions:

• Has the student/s had sufficient opportunity to build on previous experiences and practise the extended range of knowledge and skills that are relevant to the practicum?
• Have you and/or staff working with the student provided sufficient formative feedback on progress during the practicum?
• Do you have a clear understanding of the tool that will be used to assess the student's performance (or other forms of assessment that may be required)?
• Have you discussed the relevant assessment tool with the student? Do you and the student have a clear understanding of the items on the tool and the assessment criteria?
• Have you liaised with the university regarding any concerns/questions that you have about the student/students?
• Are you clear on the processes and timeframes that are required for submission of the performance assessment outcomes to the university?