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Assessment: Inter-professional Clinical Supervision Purpose The aim of this assignment is to support students to develop strategies to reduce barriers and enable effective clinical supervision in an...

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Assessment: Inter-professional Clinical Supervision Purpose The aim of this assignment is to support students to develop strategies to reduce barriers and enable effective clinical supervision in an inter-professional environment.\In recent years there has been a greater focus placed on inter-professional learning in the clinical setting. In consideration of this, and your clinical supervision context, how can you support your supervisee (and yourself) to engage in shared learning, and what are the benefits to patient (person) centred care? Marking guide Please refer to the HPE rubric available on Blackboard Assessment 3 Introduction (10%) Provides a clear and concise introduction of the assessment content Content (40%)  Consider models for interprofessional learning (IP)  Describe possible/actual application of IP to your supervision role  Explore the possible benefits and barriers to effective interpersonal learning Analysis & Critique (40%) Use of literature and evidence to demonstrate understanding of ideas/concepts, displays critical thinking and demonstrates a level of synthesis and evaluation Conclusion (10%) Summary of the assessment topic and emphasis of significant elements
Answered Same Day Jul 20, 2021

Solution

Sunabh answered on Jul 22 2021
122 Votes
Running Head: HEALTHCARE        1
HEALTHCARE        2
MODULE 4: THE COMPLEXITIES OF CLINICAL SUPERVISION
Table of Contents
Introduction    3
Models for Inter-Professional Learning (IP)    3
Application of IP to My Role as a Supervisor    5
Potential Benefits and Ba
iers to Effective Interpersonal Learning Analysis & Critique    6
Conclusion    8
References    10
Introduction
Supervision in any profession could be a complex task and healthcare is no exception. Clinical supervisors does not belong to some distinct profession, rather they are just experienced clinicians. It would be essential to consider that even though supervisors might be experienced clinicians, not all of them might be experienced in clinical supervision. This paper would identify some of the major models for inter-Professional Learning (IP), which could enable me to emerge as a qualified supervisor and the paper will conclude with potential ba
iers and benefits to effective interpersonal Learning.
Models for Inter-Professional Learning (IP)
Clinical supervisors could belong to different fields within healthcare and their supervisee might also belong from different areas; therefore, inter-professional learning could be considered as a major enabler for them to continue practice and provide patient centred care. It would be essential to consider that supervision could be presented as foundation for the growth and development of professional counsellors.
In other words, it is simply a relationship between two clinicians, where the supervisee would be mentored by the clinical supervisor. Bridges, Davidson, Soule Odegard, Maki and Tomkowiak (2011) suggested that patients in today’s world have complex health needs, which requires professionals from more than one discipline of healthcare. Therefore, interprofessional approach allows the sharing of perspectives and expertise, which would focus on one common goal of providing best possible care to the patient.
There are numerous models and approaches, which could be presented in order to make inter-professional learning effective and easy to implement; however, it highly depends upon the personal abilities as well as skills of the supervisor and supervisee. Role of a supervisor is complex, as mentioned above also that the supervisor does not only supervise but also acts as a counsellor for the supervisee and the client. Therefore, clinical supervisors are required to inculcate concepts and learnings from multiple subjects in order to fulfil both the requirements.
In order to do so, cognitive learning model of Bloom’s taxonomy could be very helpful for the clinical supervisors. Bloom’s taxonomy is simply the explanation for the nature of thinking through a multi-tiered approach, which classifies thinking based on six different levels of complexities (Hasibuan, Nugroho & Santosa, 2017). Objectives from this model describe what learners are expected to do based upon the instructions provided to them. Therefore, the six levels of complexities from bottom to top of an upright pyramid would be,
i. Remembering – This refers to the retrieval of relevant information from long-term memories.
ii. Understanding – This level emphasises upon deciphering the actual meaning within the provided instructions.
iii. Applying – Executing or implementing the given procedure or instruction is considered under this level.
iv. Analysing – This level emphasised upon differentiating, organising and attributing the give instructions into constituents and then relating how these parts co-relate with overall structure.
v. Evaluating – This refers to evaluating and criticising the criteria or instructions provided.
vi. Creating – This step enables to form a coherent or an original product by generating, planning and eradicating the shortcomings from the given instructions.
Therefore, this model can allow supervisors to handle the conflicts, which occur between supervisor and their supervisee. Likewise, ethical decision-making model is another important interprofessional model, which supervisors could implement to avoid as well as manage conflicts. Bridges et al. (2011) further presented some of the effective approaches to facilitate interprofessional learning for clinical supervisors.
A didactic program could be effective because it emphasised upon knowledge of professions, interprofessional team building skills along with patient centred care. All of these...
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