ObjectiveTo investigate the facilitating factors and barriers to students participating in placements where their supervisor works in a dual role.
DesignA combination of semi structured interviews and focus groups were used. Data was analysed using thematic analysis.
SettingRegional brain injury rehabilitation programs and university programs.
ParticipantsEleven Speech Pathologists or Occupational Therapists who worked in regional brain injury rehabilitation programs as both a case manager and within their discipline. Five Speech Pathology or Occupational Therapy university academics who were employed in a role central to facilitating student clinical placements.
Results6 themes emerged. These included the supervisor's experience of a non-traditional model, communication, perceptions of a clinical placement, supervision, student cohort and assessment criteria.
ConclusionsIt appears that students are able to participate in placements where their supervisor works within a specific discipline, as well as a case manager. There are particular factors that are likely to make this experience successful. It is important for all stakeholders to communicate about the placement and their expectations, which may assist with managing perceptions of what an appropriate placement is. Utilising different supervisory models is also necessary. There are factors that do not appear to have a significant effect on the success of such a placement. There is no consensus about the particular level of experience that a student should have to manage this type of placement. The assessment criteria that supervisors are required to complete does not appear to be a barrier to students participating. While there are challenges, benefits for all stakeholders are identified.
- case management
- clinical education
- non-traditional placement
- student placement
- student supervision