Clinical Supervision for Quality Teaching Practices Among Educators of Health Professionals

  • Neeti Bhat Member, Research Insti tute of Collaborative Development, Kathmandu, Nepal, India.
  • Narayan Bahadur Mahotra Department of Clinical Physiology, Maharajgunj Medical Campus, Institute of Medicine, Kathmandu, Nepal.
  • Sanyukta Gurung Department of Clinical Physiology, Madan Bhandari Academy of Health Sciences, Hetauda, Nepal.
  • Mudit Gupta Consultant, Department of Otorhinolaryngology, Upadhyaya Hospital, Agra, India.
  • Aashma Dahal Department of Community Medicine and Public Health, Madan Bhandari Academy of Health Sciences, Hetauda, Nepal.
Keywords: Clinical Supervision, Health Professionals, Educati on, Refl ecti on

Abstract

Educators use clinical supervision as a formati ve skill development method. The supervisor establishes an environment of mutual trust and open communicati on for the supervisee. Based on accepted theory and
proacti veness, they select strategies that are suitable for the teacher’s level of maturity. This technique has long been accepted as a method for moti vati ng teachers to take charge of their own development. In this arti cle, we reviewed the role of clinical supervision or educati onal supervision in improving teaching practi ces among the educators of health professionals. Briefl y, we have constructed an overview of accreditati on practi ces in Nepal and discussed the suitable framework for implementi ng clinical supervision in an organizati on. We conclude that despite being a refl ecti ve and person-centered technique for enhancing the teaching practi ces of the health profession and its widespread acceptance, clinical supervision remains underuti lized in Nepal.

References

Rothwell C, Kehoe A, Farook SF, Illing J. Enablers

and barriers to effective clinical supervision in the

workplace: a rapid evidence review. BMJ Open. 2021

Sep;11(9):e052929. [PubMed] [Google Scholar]

Wiedmer TL. Instructional improvement: the goal

of clinical supervision. Teach Educ. 1995;30(3):6-18.

[Google Scholar]

University Grants Commission, Quality Assurance and

Accreditation Division [Internet]. Quality assurance and

accreditation for higher education in Nepal - a brief

guideline. University Grants Commission; 2013 [cited

Jan 2]. Available from: https://www.ugcnepal.

edu.np/ugc_header_images/QAA_Guidelines.pdf

Dey N. Quality assurance and accreditation in higher

education: India vis-à-vis European countries. Eur J High

Ed. 2011;1(2–3):274-87. [Google Scholar]

Proctor B. Training for the supervision alliance: attitude,

skills and intention. In: Cutcliffe JR, Hyrkas K, Fowler

J, editors. Routledge handbook of clinical supervision:

fundamental international themes. 1st ed. Routledge;

p. 23-34. [Google Scholar]

Milne DL. Recognizing supervision. In: Evidence-based

CBT supervision. Chichester, UK: John Wiley & Sons,

Ltd; 2017. p. 1-23.

Joffe B. Models of clinical education. In: Rose ML, Best

DL, editors. Transforming practice through clinical

education, professional supervision and mentoring.

Elsevier Churchill Livingstone; 2005. p. 29-36. [Google

Scholar]

Clinical supervision: making the connections. In: Cooper

AM, Palmer A, editors. Mentoring, preceptorship and

clinical supervision: a guide to professional roles in

clinical practice. Wiley-Blackwell; 2000. p. 92-103.

Published
2024-09-09