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An evaluation of practice supervisor training for final-year healthcare students

10 October 2024
Volume 33 · Issue 18

Abstract

Practice supervisors are fundamental in the development and upskilling of the future workforce in health care. This article outlines a new initiative for one higher education institution, which integrated practice supervisor training into the curriculum for third-year students across several healthcare programmes. The training consisted of two pre-recorded sessions, which were delivered by the students' personal tutors. A final face-to-face session was then facilitated, where students were supported to consolidate their learning and build on their knowledge. Evaluation data were collected via an anonymous questionnaire. In total, 352 questionnaires were returned. Data were managed and analysed using descriptive statistics within Excel. The qualitative comments received were collated and analysed using simple thematic framework analysis. Most attendees found the content and the delivery of the programme and their opportunity for discussions to be good, very good or excellent, showing overall that content was positively evaluated by 98.4% of attendees, delivery at 97.4% and opportunity for discussion at 97.9%. The evaluation data results show that practice supervisor preparation can be effectively delivered when located in the final year for undergraduate healthcare students. The importance of the content being interactive and allowing for plenty of opportunities for group discussions has been highlighted by the feedback.

A practice supervisor is defined as a role that supports and supervises learners within the practice environment (Nursing and Midwifery Council (NMC), 2018). This article describes and discusses the implementation of a practice supervisor preparation and training programme for final-year undergraduate healthcare students in the fields of adult, child and young person's, and mental health nursing, physiotherapy, occupational therapy, paramedic sciences and operating department practice. There is currently a dearth of published literature describing the implementation of practice supervisor preparation in the UK for this group of students. The NMC (2023) states that practice supervisor training must be integrated into the pre-registration curriculum as this will help prepare newly qualified nurses to take on the supervision role. Rowbotham and Owen (2015) acknowledged that supervisors are essential to the functioning of student supervision, and should support students by offering suggestions for improvement, identify strengths and limitations, communicate expectations, give positive reinforcement, and correct, without belittling them. The Health and Care Professions Council (HCPC) (2017) also asserts the need for students to be prepared appropriately for their role in supporting learners once qualified, meaning that all relevant newly qualified practitioners require appropriate preparation in the final year of their undergraduate studies. The practice supervisor preparation programme described here addresses this need as it provides final-year students with the skills and knowledge to embark on the role of practice supervisor when qualified and also to allow further development throughout their career. It has been identified that key skills, such as delegation, teaching, facilitating, advocating, supporting, and providing timely feedback are fundamental in the practice supervisor role (Stainer et al, 2022; NMC, 2023).

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