title: Clinical supervisors' perspectives on delivering work integrated learning: a survey study.
abstract: BACKGROUND
  Previous research has indicated a disconnect between academic nursing programmes and workplace learning environments. Nurse supervisors and clinical practitioners have reported inadequate information and training on how to support students of nursing to learn in the clinical setting.
  
  
  OBJECTIVE
  This study aimed to investigate the level of confidence that clinical supervisors have in relation to specific components of supporting student learning in the work place.
  
  
  METHODS
  Survey of clinical nurse supervisors.
  
  
  METHODS
  Simulation-based clinical reasoning workshops.
  
  
  METHODS
  Sixty participants: fifty nine registered nurses, including nurse managers and clinical nurse educators, and one allied health professional.
  
  
  METHODS
  Survey using Likert scales and free-text questions.
  
  
  RESULTS
  The findings indicated that clinicians were confident in sharing their knowledge and experience with students and making them feel welcome in the work place, they were less confident about what were the significant learnings in relation to students' academic programme. Registered nurses supervising students were experienced clinicians with many role responsibilities, which were perceived as barriers to the role of clinical supervisor. Participants reported that they would like tools to assist them with developing links to the academic programme. They considered that these tools would support student learning and remediation in the work place.
  
  
  CONCLUSIONS
  This study found that the abilities of supervisors to support student learning is an identified gap impacting on work integrated learning. The results indicated the need for a professional development workshop, to enable clinical supervisors to move beyond promoting a supervision model, towards a theoretical framework for assisting and guiding students to learn. Addressing this deficit will improve growth and change in student learning in the work place.
authors.affiliation: School of Health Sciences, University of Tasmania, Locked Bag 1322, Launceston 7250, Australia. Electronic address: Carey.Mather@utas.edu.au.
authors.forename: Carey A
authors.initials: CA
authors.lastname: Mather
authors.affiliation: School of Health Sciences, University of Tasmania, Locked Bag 1322, Launceston 7250, Australia. Electronic address: Angela.McKay@utas.edu.au.
authors.forename: Angela
authors.initials: A
authors.lastname: McKay
authors.affiliation: Rural Clinical School, University of Tasmania, Private Bag 3513 Hospitals' Campus, Burnie, Tasmania 7320, Australia. Electronic address: Penny.Allen@utas.edu.au.
authors.forename: Penny
authors.initials: P
authors.lastname: Allen
mesh_terms: D000328:Adult; D002983:Clinical Competence; D005260:Female; D006801:Humans; D007318:Inservice Training; D007400:Interprofessional Relations; D007858:Learning; D008297:Male; D008875:Middle Aged; D017145:Models, Educational; D009741:Nursing Staff, Hospital; D009745:Nursing, Supervisory; D018794:Problem-Based Learning; D013338:Students, Nursing; D011795:Surveys and Questionnaires; D017132:Workplace
keywords: Barriers to effective supervision; Clinical supervision; Professional development; Simulation; Student learning