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The Clinical Educator's Resource Kit

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About the C linical Educator's
Resource Kit Schedule regular supervision sessions
Definition of Terms It is recommended that you formally meet with your student weekly for
C ontent Overview
at least 1 hour. Using a consistent time will assist the student in creating
a routine for their week.
Part 1: Pre-placement
C onsiderations Supervision sessions aim to:
Part 2: Setting Up and
Monitor student progress according to the student guidelines for
Maintenance
the clinical area.
Part 3: Approaches to
C linical Education
Discuss and review written work including progress notes, case
Part 4: Feedback and conference notes, home visit reports and discharge summaries.
Evaluation
Part 5: Students Discuss the student's caseload including any difficulties. It is useful
Experiencing Difficulty for the student to talk about every client they are involved with.
Resource Kit Feedback
Discuss treatment plans and assessment procedures.
QOTFC Homepage
Discuss problem areas (clinical or otherwise) and develop solutions
QOTFC and Occupational
Therapy C linical Education
(using previously defined placement objectives may assist in
highlighting the areas of strength and weakness).
Practice Placements in
Mental Health
Ensure administrative requirements such as statistics are being
Placement Grants Scheme consistently and correctly completed.

Se le ct a quick link : Review progress of case presentations / projects as required.

Enhance the student clinical reasoning process and enable

reflective learning and practising. The use of an experiential
learning diary or a self appraisal tool can be helpful for this. Refer
to Part Four: Feedback and Evaluation.

Link the SPEF items to your student's learning goals and to any
learning opportunities your workplace can offer during student
orientation.

(Queensland Occupational Therapy Collaborative [QOTFC], 2005;

Clinical Placement Advisory Committee [CPAC], 1997).

Refer to
Reference document 3.2: Procedure for using Experiential Learning
Diary PAHHSD
Reference document 3.3: PAHHSD Occupational Therapy Department
'Self-appraisal form'
Template 3.1: Self-directed learning and reflection sheet
Students should be expected to be proactive participants in the
supervision process, coming to the meeting prepared with notes, any
pre-set worksheets or exercises based on their clinical observations or
experiences during placement and any questions.
Supervision sessions can be activity or topic focussed. For example,
providing opportunity for familiarization and practice of formal
assessments with you or another student prior to implementation with
client.
Supervision sessions are also a good time to check and sign off on the
student's Record of Placement Attendance for that week.
Outside of the formal supervision process, it should be expected that
students will ask questions and request feedback on a regular basis
(QOTFC, 2005) Another important method in facilitating student learning
is the provision of regular constructive feedback and opportunity for self-
evaluation. The feedback process and reflection will be further discussed
in Part 4: The Feedback Process and Evaluation.

Next ---> Clinical Educator Supports and Resources

2007 Q ue e nsland O ccupational The rapy Fie ldwork C ollaborative

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