Promoting and providing expert guidance in work-intensive clinical settings
Author(s)
Henderson, Amanda J
Alexander, Heather
Haywood, Alison
Stapleton, Peta
Cooke, Marie
Patterson, Elizabeth
Dalton, Megan
Creedy, Debra K
Year published
2010
Metadata
Show full item recordAbstract
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 supervisor to assist cliniciansThis 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 supervisor to assist clinicians
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Journal Title
Vocations and Learning
Volume
3
Issue
2
Subject
Nursing not elsewhere classified
Education