Table 2 Ratings for 29 items for three previously identified groups of challenges (Reynolds & McLean, 2022) (n = 67)
From: Clinical supervision in podiatry in Australia and New Zealand: supervisor challenges in this role
n (%) | |||||||
|---|---|---|---|---|---|---|---|
Challenges identified | SD | D | N | A | SA | Total agree | |
Item | Supervisor-specific (n = 10) | ||||||
33a | Supervision of students is time-consuming | 3 (4.5) | 0 (0.0) | 7 (10.4) | 34 (50.7) | 23 (34.3) | 57 (85.0) |
35e | There is limited university support and/or resource for supervisory role | 1 (1.5) | 5 (7.5) | 20 (29.9) | 26 (38.8) | 15 (22.4) | 41 (61.2) |
35b | Lack of standardised assessment criteria between universities creates difficulties for supervisors | 1 (1.5) | 5 (7.5) | 20 (29.9) | 26 (38.8) | 15 (22.4) | 41 (61.2) |
35c | Lack of formal and/or informal training contributes to uncertainty as a supervisor | 2 (3.0) | 7 (10.4) | 18 (26.9) | 25 (37.3) | 15 (22.4) | 40 (59.7) |
33c | Supervisors experience fatigue, stress and burnout from students | 2 (3.0) | 9 (13.4) | 19 (28.4) | 29 (43.3) | 8 (11.9) | 37 (55.2) |
35a | Universities do not provide clarity of the supervisory role, related responsibilities and processes | 3 (4.5) | 9 (13.4) | 21 (31.3) | 23 (34.3) | 11 (16.4) | 34 (50.7) |
35d | There is limited workplace support and/or resource for supervisory role | 1 (1.5) | 10 (14.9) | 25 (37.3) | 18 (26.9) | 13 (19.4) | 31 (46.3) |
33b | When providing patient care, it is difficult to balance being a good clinician and an effective supervisor | 8 (11.9) | 16 (23.9) | 14 (20.9) | 23 (34.3) | 6 (9.0) | 29 (43.3) |
33d | Patients become fatigued from students | 4 (6.0) | 18 (26.9) | 23 (34.3) | 17 (25.4) | 5 (7.5) | 22 (32.9) |
33e | It is difficult to keep up-to-date with own knowledge and skills in clinical practice to be an effective supervisor | 9 (13.4) | 29 (43.3) | 18 (26.9) | 11 (16.4) | 0 (0.0) | 11 (16.4) |
Curriculum (n = 8) | |||||||
38d | There is a lack of training in small business administration skills for practice | 1 (1.5) | 2 (3.0) | 19 (28.4) | 25 (37.3) | 20 (29.9) | 45 (67.2) |
38c | Students have limited contact with patients (despite the prescribed 1000 h of placement) | 0 (0.0) | 12 (17.9) | 10 (14.9) | 27 (40.3) | 18 (26.9) | 45 (67.2) |
37d | Students have limited ‘hands-on’ patient contact in private practice placements which impacts student learning | 1 (1.5) | 2 (3.0) | 19 (28.4) | 21 (31.3) | 24 (35.8) | 45 (67.1) |
38a | There is poor alignment of placement for the student’s stage of learning | 0 (0.0) | 5 (7.5) | 26 (38.8) | 24 (35.8) | 12 (17.9) | 36 (53.7) |
38b | Clinical placement occurs too late in the curriculum | 0 (0.0) | 16 (23.9) | 14 (20.9) | 19 (28.4) | 18 (26.9) | 37 (55.3) |
37e | Students are being exposed to more public sector “hands-on” placements which is causing an imbalance in learning | 6 (9.0) | 11 (16.4) | 23 (34.3) | 20 (29.9) | 7 (10.4) | 27 (40.3) |
35f | Placement is too short (e.g. 1–2 weeks) | 5 (7.5) | 18 (26.9) | 23 (34.3) | 15 (22.4) | 6 (9.0) | 21 (31.4) |
35 g | Placement is too long (e.g. 4–6 weeks) | 4 (6.0) | 24 (35.8) | 30 (44.8) | 8 (11.9) | 1 (1.5) | 9 (13.4) |
Student deficiencies (n = 11) | |||||||
36c | Have poor time management skills | 0 (0.0) | 7 (10.4) | 17 (25.4) | 24 (35.8) | 19 (28.4) | 43 (64.2) |
36d | Have limited ability to prioritise patient care | 0 (0.0) | 4 (6.0) | 20 (29.9) | 28 (41.8) | 15 (22.4) | 43 (64.2) |
37c | Show limited ability to carry out basic manual podiatry clinical skill procedures | 0 (0.0) | 11 (16.4) | 19 (28.4) | 25 (37.3) | 12 (17.9) | 37 (55.2) |
36a | Lack confidence in their clinical skills | 1 (1.5) | 9 (13.4) | 21 (31.3) | 27 (40.3) | 9 (13.4) | 36 (53.7) |
36e | Lack independence when providing patient care | 0 (0.0) | 10 (14.9) | 22 (32.8) | 24 (35.8) | 11 (16.4) | 35 (52.2) |
34c | Display a “know it all already” attitude on placement | 3 (4.5) | 20 (29.9) | 17 (25.4) | 17 (25.4) | 10 (14.9) | 27 (40.3) |
34a | Lack interest and motivation on placement (e.g. marking time) | 2 (3.0) | 17 (25.4) | 20 (20.9) | 25 (37.3) | 3 (4.5) | 28 (41.8) |
34b | Have unrealistic expectations about their intended learning during placement | 2 (3.0) | 19 (28.4) | 19 (28.4) | 22 (32.8) | 5 (7.5) | 27 (40.3) |
37a | Are unable to communicate effectively with supervisors, other staff and patients | 0 (0.0) | 18 (26.9) | 30 (44.8) | 17 (25.4) | 2 (3.0) | 19 (28.4) |
36b | Display difficulty ‘fitting in’ the clinical setting with staff and patients | 1 (1.5) | 23 (34.3) | 25 (37.3) | 13 (19.4) | 5 (7.5) | 18 (26.9) |
37b | Have difficulty establishing rapport with patients | 2 (3.0) | 26 (38.8) | 23 (34.3) | 11 (16.4) | 5 (7.5) | 17 (23.9) |