How do we consider the impact of clinical supervisor education? A participatory literature review

摘要

Abstract Background: This research forms the initial part of a PhD research study, based in the critical paradigm, with an emphasis on developing education strategies that impact on learning in the non-classroom setting. The focus of this article is the education required to enable clinical supervisors to undertake their role supporting nursing students in clinical practice. Aims: There are two aims of this literature review. First, to determine what peer-reviewed, published literature reveals concerning effective learning and teaching strategies for clinical supervisor education. Second, to gain an understanding from a group of clinical supervisors of their perspective on the literature review findings, and develop recommendations for their preparatory education. Methods: This research used a literature review with a participatory phase built in. A traditional review was completed and then extended to include the clinical supervisors reviewing the findings, providing their perspectives and developing recommendations for their own future education development. Findings: During phase one of the research, 22 peer-reviewed articles were included for review and four themes identified and explored. In phase two, 36 clinical supervisors provided their perspectives on these themes. They highlighted the need for a variety of modalities for education to ensure supervisors have shared values, knowledge and skills to work in clinical practice with nursing students and, more broadly, to influence the development of person-centred learning cultures. Conclusions: The literature review revealed a limited amount of peer-reviewed literature. Further, there is little published literature on person-centred situated education for clinical supervisors. When evidence is shared with clinical supervisors, they can contribute to designing their education needs.