Practice educator perspectives of multiple mentoring in diverse clinical settings

Copley, Jodie and Nelson, Alison (2012) Practice educator perspectives of multiple mentoring in diverse clinical settings. British Journal of Occupational Therapy, 75 10: 456-462. doi:10.4276/030802212X13496921049662


Author Copley, Jodie
Nelson, Alison
Title Practice educator perspectives of multiple mentoring in diverse clinical settings
Journal name British Journal of Occupational Therapy   Check publisher's open access policy
ISSN 0308-0226
1477-6006
Publication date 2012-10
Sub-type Article (original research)
DOI 10.4276/030802212X13496921049662
Volume 75
Issue 10
Start page 456
End page 462
Total pages 7
Place of publication London, United Kingdom
Publisher College of Occupational Therapists
Collection year 2013
Language eng
Formatted abstract
Introduction:
In a climate of overloaded health systems and limited opportunities for practice education, there is a need to provide high quality placements that prepare students adequately for contemporary practice. Group models of supervision are one way to address this. This study trialled a multiple mentoring (group supervision) model across three different settings: a university clinic, an acute hospital and a community-based service. The perceptions of practice educators regarding its use and essential implementation features of the model were explored.

Method:
The model was trialled over an 18-month period. A total of 15 practice educators participated in three focus groups.

Findings:

Following inductive analysis, three main themes emerged: being clear in the chaos; qualities of the service and people; and challenges and benefits. Findings indicated a range of factors that influenced practice educators' experiences, including the structure of the placement, communication processes and the organisational context.

Conclusion:

A multiple mentoring model of student supervision can be implemented across a range of practice settings, providing that care is taken to tailor the practicum for each setting. Practice educators perceived that the benefits to themselves, the students, the service and the clients outweighed the challenges.
Keyword Education
Mentor
Models
Preceptorship
Model
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2013 Collection
School of Health and Rehabilitation Sciences Publications
 
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