Promoting and providing expert guidance in work-intensive clinical settings

Henderson, A. J., Alexander, Heather, Haywood, A., Stapleton, P., Cooke, M., Patterson, E., Dalton, M., & Creedy, D. K. (2010) Promoting and providing expert guidance in work-intensive clinical settings. Vocations and Learning, 3(2), pp. 141-156.

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Abstract

This paper discusses how expert guidance can be best provided in work intensive clinical settings. The adequacy for supporting learning in the clinical practicum for health care disciplines is often complicated by the intensive work practices in healthcare settings. Often, clinicians' work is so intense that the scope for providing close guidance for students is quite restricted. The case advanced here draws on a range of empirical work to propose how clinician-student interactions might be optimized through the provision of a clinical ccn guided learning such as demonstrating and role-modeling. These roles can contribute in essential ways to the development of learning environments where clinicians have the opportunity to facilitate the learning of others as part of their workload, and without being burdened by the requirements of teaching and assessment processes. It differs from other approaches because although clinicians partner students and provide feedback to them, clinicians are not expected to formally assess or award a grade for student performance. Assessment and remedial action, when required, is undertaken by the role of a designated clinical supervisor qualified to perform such activities. © 2010 Springer Science+Business Media B.V.

Impact and interest:

11 citations in Scopus
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6 citations in Web of Science®

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ID Code: 95203
Item Type: Journal Article
Refereed: No
Keywords: Clinical placement, Clinical supervision, Clinical teaching, Learning, Nursing, Partner, Work-integrated learning, HERN
DOI: 10.1007/s12186-010-9036-3
ISSN: 1874-785X
Divisions: Current > QUT Faculties and Divisions > Faculty of Health
Copyright Owner: Copyright 2010 Springer Netherlands
Deposited On: 29 Apr 2016 02:04
Last Modified: 05 May 2016 03:22

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