Study-Unit Description

Study-Unit Description


CODE IHC3007

 
TITLE Mentorship and Clinical Supervision

 
UM LEVEL 03 - Years 2, 3, 4 in Modular Undergraduate Course

 
MQF LEVEL 6

 
ECTS CREDITS 10

 
DEPARTMENT Faculty of Health Sciences

 
DESCRIPTION For many practitioners becoming a trained Clinical Supervisor or Mentor is the next step in developing as a professional. Clinical Supervision and mentorship involves combining professional knowledge and experience, a range of relevant theory and practices, with awareness and intuition.

This study-unit focuses on current perspectives of mentorship and clinical supervision for health care professionals. It explores mentorship from the stance of a student and from that of a qualified health care professional, to encourage critical understanding. This study-unit will commence with a discussion on the different terminologies used to describe various roles, structures and systems of clinical supervision amongst the various health care professions. Once the diversity of the terminology has been understood, the students will be exposed to a range of teaching, and assessment and feedback strategies, whereby similarities and differences will be extracted. This study-unit also looks into how clinical supervision strongly influences the health care students' development of a professional identity, enhancing decision-making ability and personal growth.

Throughout the study-unit, students will be completing a range of online tasks whereby they will reflect on aspects of their own learning, past and present, in order to develop their own personal theory on clinical supervision.

Study-Unit Aims:

To enable students to recognise the importance of organised and structured clinical supervision in the practice setting for the ongoing development of clinical competence amongst students, neophyte as well as experienced health care professionals.

Learning Outcomes:

1. Knowledge & Understanding:
By the end of the study-unit the student will be able to:

- Develop contextual and conceptual awareness of educational principles as a foundation for teaching in clinical practice;
- Develop a comprehensive critical understanding of a range of supervisory and educational models relevant to clinical supervision;
- Differentiate between informal and formal learning in practice;
- Describe different practice-based teaching strategies;
- Describe different methods of assessment and feedback;
- Explain how clinical supervision affects clinical competence and professional development.

2. Skills:
By the end of the study-unit the student will be able to:

- Reflect on all aspects of their teaching activities;
- Enhance their repertoire of teaching skills and assessment and feedbacking methodsskills in practice;
- Share their own best practices;
- Access, retrieve and utilise evidence that is relevant to the topic of study;
- Demonstrate personal organisation in studying and completing the study-unit; demonstrate an ability to think and write critically;
- Demonstrate effective communication skills.

Main Text/s and any supplementary readings:

Main Texts:

- Anderson, V., Rabello, R., Wass, R., Golding, C., Rangi, A., Eteuati, E., ... & Waller, A. (2020). Good teaching as care in higher education. Higher Education, 79(1), 1-19.
- Butterworth, T., & Faugier, J. (2013). Clinical supervision and mentorship in nursing. New York: Springer.
- Graham, M. M., & O'Brien, B. (2020). Guided group reflection: A question of organisation and support for baccalaureate nursing students: Part1. Nurse education in practice, 44, 102754.
- Embo, M., Driessen, E., Valcke, M., & van der Vleuten, C. P. (2015). Integrating learning assessment and supervision in a competency framework for clinical workplace education. Nurse Education Today, 35(2), 341-346.
- Gopee, N. (2015) Mentoring and Supervision in Healthcare (3rd edition). London: Sage Publications.
- Jarvis, P. (Ed.). (2006). The theory and practice of teaching. London: Routledge.
- Pollock, A., Campbell, P., Deery, R., Fleming, M., Rankin, J., Sloan, G., & Cheyne, H. (2017). A systematic review of evidence relating to clinical supervision for nurses, midwives and allied health professionals. Journal of advanced nursing, 73(8), 1825-1837.
- Stuart, C.C. (2007) Assessment, supervision and support in clinical practice: a guide for nurses, midwives and other health care professionals, Edinburgh: Elservier.
- Lúanaigh, P. Ó. (2015). Becoming a professional: What is the influence of registered nurses on nursing students' learning in the clinical environment?.
- Nurse Education in Practice, 15(6), 450-456.- Bond, M., & Holland, S. (2011). Skills of clinical supervision for nurses: A practical guide for supervisees, clinical supervisors and managers. Berkshire: McGraw-Hill International.
- Aston,E. & Hallam,P. (2011) Successful Mentoring in Nursing (Post-Registration Nursing Education and Practice LM Series). Exeter: Learning Matters Ltd.
- Dilworth, S., Higgins, I., Parker, V., Kelly, B., & turner, J. (2013). Finding a way forward: A literature review on the current debates around clinical supervision. Contemporary nurse, 45(1), 22-32.
- Walsh, D. (2010). the Nurse Mentor's Handbook: Supporting Students in Clinical Practice: Supporting students in Clinical Practice. McGraw-Hill International.
- Wigens, L., & Heathershaw, R. (2013). Mentorship and Clinical Supervision Skills in Health Care: Learning Through Practice. EMEA.

 
STUDY-UNIT TYPE Independent Study, Online Learning & Project

 
METHOD OF ASSESSMENT
Assessment Component/s Assessment Due Sept. Asst Session Weighting
Project SEM1 No 20%
Assignment SEM1 Yes 30%
Online Moderated Discussions and Postings SEM1 No 50%

 
LECTURER/S Veronica Montebello

 

 
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years.

https://www.um.edu.mt/course/studyunit