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Supervision 2
Supervision Meeting- The Essentials
For Level II fieldwork, the AOTA Committee on Education recommends that time be scheduled at least once a week for formal supervision meetings. A formal supervision meeting is defined as an uninterrupted session devoted solely to the learning and professional growth of the student. In addition to formal supervision meetings, there should be numerous opportunities for interaction on a more frequent basis, both formally and informally. The Fieldwork Educator and student are responsible for sharing in the process of ongoing evaluation of student progress and modifying the learning experience within the existing environment accordingly.
Encouraging Participation in Supervision Meetings
Reflecting on certain clinical situations or case studies can help to generate relevant questions and identify an agenda for supervision. Having the student keep a journal may help to highlight areas in which he/she may need additional help or information. In addition to serving as a tool to help the student prepare for supervision meetings, a written journal can also help to encourage self-reflection and self-evaluation. Some fieldwork settings have assignments involving the use of journaling to examine specific topics related to clinical practice, group process, or the fieldwork experience.
Students can also prepare for supervision meetings by writing their own agenda, including:
- Listing questions/issues to discuss.
- Brainstorming a problem list and potential solutions for review.
- Submitting documents/assignments for review in a timely manner.
- Identifying specific personal learning needs and objectives.
These strategies may facilitate more efficient and effective use of supervision times.
The Supervision Continuum Over Time
(Adapted from Situational Leadership Model by Paul Hersey)
Generally, at the midpoint of the fieldwork, as the student takes on more responsibility and demonstrates increased competence and confidence, you may assume more of a supportive role (being readily available to answer questions and provide feedback as needed or requested). At this time, the student should be actively engaging in problem identification, problem solving, and goal setting. Decision-making becomes a shared responsibility, with you providing assurance and resources to facilitate learning. In the final stages of fieldwork, the student should assume greater responsibility for decision-making and independently carry out work activities that are delegated and monitored by you.
DIRECTING >> COACHING >> SUPPORTING >> DELEGATING
Performance Evaluation
Formally, the student’s performance on Level II fieldwork is evaluated by the Fieldwork Educator(s) using the Field Work Performance Evaluation (FWPE). Evaluation should occur at least once by the midpoint of the experience, in addition to the final assessment. At the mid-term, the evaluation should be used as a counseling tool to identify what has been accomplished and what remains to be achieved in order to successfully complete the fieldwork.
One method of increasing the intern’s self-reflection is to have the intern perform a written self-evaluation at the midpoint and final evaluation periods. This process can verify the accuracy of the intern’s self-assessment of his/her performance. Hopefully, this can also serve as a way to open a dialog to clarify any misconceptions if there are differences in ratings. Self-assessment can be as simple as asking interns to write responses to the following questions:
- Describe your strengths thus far.
- Describe areas where you need to grow or improve.
- List steps you can take to address the areas needing improvement.
The "Critiquing Progress" approach is a systematic method of coaching a learner through a process of self-reflection and self-correction. It is a supportive person-centered, strength-based approach to facilitating growth and change. Download the Critiquing Progress Guide HERE. Another effective strategy of engaging the student in self-reflection is ask him/her to assess himself/herself at the mid-term using a copy of the Level II Fieldwork Performance Evaluation. The Fieldwork Performance Evaluation is available for download on the "Student Forms" page on this website or by clicking HERE.
Alternate Models of Supervision
Some fieldwork settings have adopted the use of a collaborative model of supervision: one supervisor to two or more students. Intrinsic to this model are the values of cooperation and teamwork among the student interns. Typically with this model students work together to provide peer support, generate agenda, and solve problems. The students then bring agenda to the Fieldwork Educator for further direction and collaboration. Sites implementing this model of supervision provide students with an orientation to the policies and procedures of its use specific to the setting.
Another approach is a shared supervisor model. In this configuration, one student intern has two (or more) supervisors. When using this model, it is vital that the student assume responsibility to clarify and communicate expectations and feedback when interacting with his or her supervisors. Carrying a communication book or log between supervisors can be helpful.
Transition from Student to Professional
As with any transition, OT students leaving academia face a process of change from one structure, role, or sense of self to another. The struggle to assimilate into a new environment and to develop a new role may jolt students into disequilibrium, and some may have trouble adjusting to the new role. However, as is true of all of life, this disequilibrium can be an opportunity for growth, especially in the context of a supportive supervisory relationship.
This time of transition results in changes in assumptions about self and the world and requires corresponding change in behaviors, relationships, learning styles, and self-perceptions. As interns move into fieldwork settings, they may begin to reassess their suppositions about occupational therapy, the theories they learned in school, and their views of themselves as practitioners, learners, and individuals. Because individuals differ in their ability to adapt to change and because each student will be placed in a different fieldwork setting, the transition will have a different effect on each person. The task of the fieldwork educator is to enable successful transition by implementing the common tools of occupational therapy practice:
- Developing a therapeutic relationship.
- Assessing the interns learning styles and needs.
- Setting goals that are relevant, understandable, measurable, behavioral, and achievable.
- Developing a plan of assignments and learning experiences that will lead goal achievement.
- Grading and adapting learning tasks to be sufficiently challenging, yet achievable.
- Providing support, feedback and encouragement along the way.
- Accurately evaluating performance.