Modified Teaching Clinic

1995 ◽  
Vol 4 (3) ◽  
pp. 29-38 ◽  
Author(s):  
A. Lynn Williams
Keyword(s):  
Service Delivery ◽  
Clinical Supervision ◽  
Group Process ◽  
Professional Growth ◽  
Growth And Development ◽  
Peer Group ◽  
Group Supervision ◽  
Clinical Settings ◽  
Group Model ◽  
Teaching Clinic

A peer group model of supervision is presented as an alternative to the conventional one-on-one model of clinical supervision. A modified version of Dowling’s (1979) Teaching Clinic is described as a model whose format appears to exemplify the tenets of the clinical supervisory model (Anderson, 1988; Cogan, 1973) through the promotion of collegiality and the development of self-supervisory skills among the participating clinicians. The Modified Teaching Clinic (MTC) addresses issues of group process, fosters the advancement of clinicians along a continuum of supervision, and facilitates professional growth and development. Although peer group supervision is frequently used in the growth and development of professionals in other fields such as counseling, there are currently no models that have been described for the continued development of speech-language pathologists and audiologists in various service delivery settings. The need for continued professional interaction and peer group supervision is addressed by the MTC via its applicability in various clinical settings.

scholarly journals Penerapan Supervisi Klinik Model Group dalam Pendokumentasian Asuhan Keperawatan di RSUD Indrasari Rengat

2020 ◽  
Vol 11 ◽  
pp. 53
Author(s):  
Deswita Deswita ◽  
Yulastri Arif ◽  
Supiyah Supiyah
Keyword(s):  
Clinical Supervision ◽  
Nursing Care ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
Group Supervision ◽  
Regional Hospital ◽  
P Value ◽  
Group Model ◽  
Model Group ◽  
Clinical Model

Documentation of nursing care is one indicator of the quality of nursing services at the hospital. Documentation of nursing care at Indrasari Rengat Hospital 40% still does not meet the standards, both in completeness standards, implementation standards and relevance standards. The low achievement in documenting nursing care is due to the supervision factor, where supervision is carried out at Indrasari Rengat Regional Hospital is still not optimal, there is no feedback from the head of the room for documentation of nursing care. In this study, researchers applied group model clinical supervision at Indrasari Rengat Regional Hospital, with the aim of seeing the effectiveness of clinical model group supervision of nursing care documentation. This research was carried out from 20 January to 10 August 2015, with a quasi-experimental design, One-Group pretest-Posttest Design. The sample of this study was in the form of 35 patient documents in the inpatient room with simple random sampling technique. The results found a significant difference between documenting nursing care before and after the implementation of clinical model group supervision with p value <0.05. An increase in documentation of nursing care after the implementation of the group model clinical supervision at Indrasari Rengat District Hospital. Keywords: clinical model group supervision; documentation; nursing care ABSTRAK Dokumentasi asuhan keperawatan merupakan salah satu indikator mutu pelayanan keperawatan di Rumah Sakit. Pendokumentasian asuhan keperawatan di RSUD Indrasari Rengat 40% masih belum memenuhi standar, baik dalam standar kelengkapan, standar pelaksanaan dan standar relevansi. Rendahnya pencapaian pendokumentasian asuhan keperawatan disebabkan oleh faktor supervisi, dimana supervisi yang dilakukan di RSUD Indrasari Rengat masih belum optimal, tidak ada feed back dari kepala ruangan terhadap pendokumentasian asuhan keperawatan. Pada penelitian ini, peneliti menerapkan supervisi klinik model group di RSUD Indrasari Rengat, dengan tujuan untuk melihat efektifitas supervisi klinik model group terhadap pendokumentasian asuhan keperawatan. Penelitian ini telah dilaksanakan dari tanggal 20 Januari sampai 10 Agustus 2015, dengan disain quasi experiment, One-Group pretest-Posttest Design. Sampel penelitian ini berupa dokumen pasien di ruang rawat inap sebanyak 35 dokumen dengan tehnik pengambilan sampel simple random sampling. Hasil penelitian didapatkan perbedaan yang signifikan antara pendokumentasian asuhan keperawatan sebelum dan sesudah penerapan supervisi klinik model group dengan p value < 0,05. Terjadi peningkatan pendokumentasian asuhan keperawatan setelah penerapan supervisi klinik model group di RSUD Indrasari Rengat. Kata kunci: supervisi klinik model group; dokumentasi; asuhan keperawatan

scholarly journals Evaluation of a Peer Group Model of Supervision for the Allied Health Workforce in Queensland: A descriptive overview

2018 ◽  
Author(s):  
Susan Pager ◽  
Pim Kuipers ◽  
Karen Bell ◽  
Fiona Hall
Keyword(s):  
Health Workforce ◽  
Allied Health ◽  
Peer Group ◽  
Group Supervision ◽  
Service Planning ◽  
Health Staff ◽  
Successful Implementation ◽  
Group Model ◽  
Group Setting ◽  
Professional Supervision

Purpose: An evaluation of a large scale implementation of a peer group model of professional supervision was conducted to inform service planning and guide policy and practice. A descriptive overview of the findings is presented. Method: Allied health staff trained in peer group supervision were surveyed about their experience of the model, its challenges and benefits. Interviews were also conducted with senior managers. Results: Analysis of 248 responses indicated that 72% of trained staff had participated in peer group supervision, and that these peer groups had continued for an average of 17.2 months. The majority of groups adhered to the guidelines presented at training, and found the model easy to implement and adaptable to a range of professions, settings and needs. Reported benefits included skill development as well as increased support and confidence. Improved relationships and team culture were also described. Management support and attendance at training were considered important to successful implementation. Conclusions: The evaluation demonstrated that a model of peer group supervision can be successfully implemented with a diverse and geographically dispersed allied health workforce. This model allowed professional supervision needs to be met in a group setting without the requirement for an expert supervisor. A number of benefits for individual clinicians and their teams were identified, and the need for further evaluation, in the context of widespread health reform is noted.

The Clinician Directed Hierarchy: A Clinical Training Tool

2008 ◽  
Vol 11 (2) ◽  
pp. 56-60 ◽  
Author(s):  
Jill K. Duthie
Keyword(s):  
Clinical Supervision ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Settings ◽  
Specific Level ◽  
Problem Solving Skills ◽  
Training Tool ◽  
Target Behaviors ◽  
Intervention Process

Abstract Clinical supervisors in university based clinical settings are challenged by numerous tasks to promote the development of self-analysis and problem-solving skills of the clinical student (American Speech-Language-Hearing Association, ASHA, 1985). The Clinician Directed Hierarchy is a clinical training tool that assists the clinical teaching process by directing the student clinician’s focus to a specific level of intervention. At each of five levels of intervention, the clinician develops an understanding of the client’s speech/language target behaviors and matches clinical support accordingly. Additionally, principles and activities of generalization are highlighted for each intervention level. Preliminary findings suggest this is a useful training tool for university clinical settings. An essential goal of effective clinical supervision is the provision of support and guidance in the student clinician’s development of independent clinical skills (Larson, 2007). The student clinician is challenged with identifying client behaviors in the therapeutic process and learning to match his or her instructions, models, prompts, reinforcement, and use of stimuli appropriately according to the client’s needs. In addition, the student clinician must be aware of techniques in the intervention process that will promote generalization of new communication behaviors. Throughout the intervention process, clinicians are charged with identifying appropriate target behaviors, quantifying the progress of the client’s acquisition of the targets, and making adjustments within and between sessions as necessary. Central to the development of clinical skills is the feedback provided by the clinical supervisor (Brasseur, 1989; Moss, 2007). Particularly in the early stages of clinical skills development, the supervisor is challenged with addressing numerous aspects of clinical performance and awareness, while ensuring the client’s welfare (Moss). To address the management of clinician and client behaviors while developing an understanding of the clinical intervention process, the University of the Pacific has developed and begun to implement the Clinician Directed Hierarchy.

The Power of Peers: Why Some Students Bully Others to Conform

2008 ◽  
Vol 18 (12) ◽  
pp. 1704-1716 ◽  
Author(s):  
Sharyn Burns ◽  
Bruce Maycock ◽  
Donna Cross ◽  
Graham Brown
Keyword(s):  
Group Process ◽  
Peer Group ◽  
Research Question ◽  
Psychological Theory ◽  
Social Psychological ◽  
Group Status ◽  
School Time ◽  
Individual Perceptions ◽  
Interactionist Perspective ◽  
Purposive Sample

Utilizing an interactionist perspective, two associated sensitizing constructs, and a combination of social psychological theory, this article reports on the influence of the peer group on individual perceptions, and its impact on initiation and persistence of bullying. The specific research question, “How does the need to conform with peers and the peer group influence the initiation and persistence of bullying others?” is investigated. Semistructured, one-on-one interviews with a purposive sample of 51 Grade 7 students (aged 12 years) were conducted during school time to investigate factors that influence students to bully others and what might help them to stop. Emerging from the theme of peer group was the need for belonging and group status, in particular social norms or the need to conform, which was influential when students described why they initiated and persisted with bullying others. The influence of labeling, the group process, and the aspiration to be like others within their group emerged as key constructs. The implications of these data for schools will be described and recommendations made.

Group Clinical Supervision: A Feedback Model to Enhance Teachers' Classroom Questioning Skills

1988 ◽  
Vol 67 (1) ◽  
pp. 239-242 ◽  
Author(s):  
Thomas J. Buttery ◽  
L. David Weller
Keyword(s):  
Clinical Supervision ◽  
Peer Group ◽  
Control Group ◽  
Group Feedback ◽  
Feedback Model

A peer-group feedback model of classroom supervision was used to facilitate 48 teachers' acquisition of questioning skills for use with discussion lessons. Teachers in 6 groups of 24 who received feedback through the feedback made significant gains on 10 of the 13 questioning skills. A control group of teachers made significant gains on four skills.

scholarly journals CAREER GROWTH AND DEVELOPMENT: ROLE OF CONTINUING EDUCATION AMONG TEACHERS

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Priyanka Bhaskar ◽  
Padmalosani Dayalan
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Personal Growth ◽  
Professional Growth ◽  
Growth And Development ◽  
Positive Impact ◽  
Higher Education Institutions ◽  
Career Growth ◽  
The Impact

This paper aims to highlight the role of continuing education among the teachers of India. The study identifies factors which influence teachers in Higher education institutions (HEI) for continuing education. The paper also explores the impact of continuing education on career growth and development. A systematic survey was conducted among the teachers in Higher education institutions of Uttarakhand, India. Factor analysis is used to identify the important factors that influence teachers to enrol for continuing education. SPSS and AMOS are used to analyse the data. The findings of the study indicate that factors like time, financial support, job opportunities, knowledge, skills, and abilities play a detrimental role among teachers for continuing education. This study also reveals that continuing education has a positive impact on career growth and development of teachers. Continuing education helps the teachers to explore better career opportunities, provides job security, salary increment, and promotion which contributes to their professional growth and personality development. Continuing education in teachers demonstrates a significant role in the development of interpersonal skills, technical skills and inculcates self-confidence that contributes to their personal growth. The importance of paper increases amidst the COVID19 pandemic and the launch of the National Education Policy in India, as the paper will provide support to the Higher education institutes and Government to frame policies and strategies to imbibe continuing education as an integral part of the education system. The paper by enumerating its benefits, motivates the teachers to enhance their qualifications and enhance their future prospects.

Leading Learning Communities with Creative Practice

2021 ◽  
pp. 91-103
Author(s):  
Susannah L. Brown ◽  
Jennifer Lynne Bird ◽  
Ann Musgrove ◽  
Jillian Powers
Keyword(s):  
Instructional Technology ◽  
Problem Solving ◽  
Learning Communities ◽  
Technology Education ◽  
Interpersonal Communication ◽  
Personal Growth ◽  
Professional Growth ◽  
Growth And Development ◽  
Leadership Theories ◽  
Communication Problem

Reflective leadership stories from various fields including, instructional technology, education and humanities guide the reader to reflect upon practice. Leadership theories that support personal growth, caring, interpersonal communication, problem solving, and creativity are discussed (Bass, 2008). Furthermore, the authors describe how creative leaders can use Communities of Practice (CoPs) as a mechanism to share and build knowledge, solve problems, and foster professional growth and development.

Professional Growth and Development

2015 ◽  
pp. 165-181
Keyword(s):  
Health Care ◽  
Lifelong Learning ◽  
Professional Growth ◽  
Growth And Development ◽  
Health Care Services ◽  
Formal Education ◽  
Continuous Development ◽  
Care Services ◽  
The Individual

The purpose of this chapter is to explore why a medical professional's career is one of lifelong learning and growth. Even after the period of formal education is over, continuous development and maintenance of skills is essential. Along with this, attention is also directed towards the improvement of health care services at the individual and general levels.

Knowledge-Sharing Behavior for the Growth and Development of Library and Information Science Professionals

2020 ◽  
pp. 173-199
Author(s):  
Md. Maidul Islam ◽  
Sadia Afroze
Keyword(s):  
Knowledge Sharing ◽  
Professional Growth ◽  
Growth And Development ◽  
Information Science ◽  
Library And Information Science ◽  
Survey Questionnaire ◽  
Knowledge Sharing Behavior ◽  
Academic Information ◽  
First Time ◽  
Sharing Behavior

The main goal of this chapter is to assess knowledge sharing (KS) behavior among Library and Information Science (LIS) professionals and to assess how KS behavior contributes to professional growth and development in Bangladesh. Defining factors may encourage knowledge sharing behavior and can establish an important area of further LIS research. A modified survey questionnaire is developed and used to collect data on professionals' demographic and academic information, perception, attitude, intention, and intrinsic motivation to share knowledge. The authors found a significant relationship between the attitude of professionals toward KS and their intention to share knowledge. It is believed that the findings will help knowledge managers charged with the design of flexible KS system. This is the first time an effort will be made to assess professionals' perception on KS behavior in Bangladesh. The authors feel that this study may encourage the establishment of KS behavior in Bangladesh and beyond.

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