Evaluating telesupervision as a support for clinical learning: An action research project

Chipchase, Lucy, Hill, Anne, Dunwoodie, Ruth, Allen, Shelley, Kane, Yvonne, Piper, Kristen and Russell, Trevor (2014) Evaluating telesupervision as a support for clinical learning: An action research project. International Journal of Practice-based Learning in Health and Social Care, 2 2: 40-53. doi:10.11120/pblh.2014.00033


Author Chipchase, Lucy
Hill, Anne
Dunwoodie, Ruth
Allen, Shelley
Kane, Yvonne
Piper, Kristen
Russell, Trevor
Title Evaluating telesupervision as a support for clinical learning: An action research project
Journal name International Journal of Practice-based Learning in Health and Social Care   Check publisher's open access policy
ISSN 2051-6223
Publication date 2014-07
Year available 2014
Sub-type Article (original research)
DOI 10.11120/pblh.2014.00033
Open Access Status
Volume 2
Issue 2
Start page 40
End page 53
Total pages 14
Place of publication York, United Kingdom
Publisher Higher Education Academy
Collection year 2015
Language eng
Formatted abstract
Telesupervision is a process whereby distant supervision is provided using electronic information and communication technologies. This study aimed to investigate whether telesupervision can be used as an effective method of supervision to complement traditional face-to-face clinical supervision in physiotherapy, speech pathology and occupational therapy education.

Three action research cycles were undertaken between July 2010 and December 2012 in Queensland, Australia. A shared supervisory model was employed whereby telesupervision was used as an adjunct to face-to-face supervision in a variety of clinical contexts. Phase 1 was undertaken as a metropolitan pilot while Phase 2 was conducted in a regional city and Phase 3 in a geographically isolated rural town. Participants included 30 students from entry-level programmes in Physiotherapy, Occupational Therapy and Speech Pathology and five remote clinical educators (CE), and five on-site CEs. Evaluation consisted of clinical educator and researcher observations, a student satisfaction survey and a student learning survey. In later phases, data were collected from individual semi-structured interviews with students, remote and on-site CEs.

Results demonstrate that student learning is not compromised when telesupervision is used to complement face-to-face supervision. Further, when used with small educator to student ratios (1:4), students were satisfied with the process. Many of the benefits of the telesupervision experience appeared to be due to the shared supervisory model. Limitations were low bandwidth and unreliable connectivity that interrupted learning; however, cyclical problem solving by educators and students improved the telesupervision learning experience.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Health and Rehabilitation Sciences Publications
 
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Created: Fri, 06 Feb 2015, 15:45:13 EST by Dr Anne Hill on behalf of School of Health & Rehabilitation Sciences