Supporting novice health professionals to become clinical educators

Ms Alis Moores1, Ms Deborah Fitzgerald2, Dr Linda Furness3, Ms Lauren Matheson1

1Townsville Hospital and Health Service, Queensland Health, Douglas , Australia, 2Gold Coast Hospital and Health Service, Queensland Health, Southport, Australia, 3Darling Downs Hospital and Health Service, Queensland Health, Toowoomba, Australia

Introduction: Clinical educators support students to learn in complex health environments and perform an essential role in meeting placement demand and educating the future allied health workforce. Active support to health professionals, who are still early in their career, is considered necessary for successful transitions to clinical educator roles (Hunt and Kennedy- Jones, 2010). A commitment to supporting novice health professionals to become clinical educators, informed by the available evidence, was the impetus for this quality assurance project.

Method: A review of the allied health literature, using a matrix method, was conducted with the intention of identifying recommendations to optimise novice health professionals’ contributions within the role of clinical educator. Literature review findings were combined with experiences of novice occupational therapy clinical educators, captured on video, and those in clinical education coordinating roles to develop recommendations, clinical education strategies and resources.

Results: 12 key recommendations were identified which included ways novice health professionals can prepare for the role of clinical educator and methods to assist with planning and structuring learning opportunities. Practical strategies and resources, incorporating video recorded experiences, were developed to support implementation of the recommendations.

Conclusions: This quality assurance project translated knowledge into practice using evidence-based recommendations, practice strategies and resource development to optimise novice health professionals’ contributions within the role of clinical educator. Health professionals across allied health can use these outcomes to prepare and support novice clinical educators, thus enabling them to develop skills and knowledge required to support the future workforce.


Biography:

Alis Moores is a Clinical Education Leader in the Queensland Health State-wide Occupational Therapy Clinical Education Program.  Her role focusses on the development of quality clinical education practices to support students, clinical educators, new graduates and supervisors. She has completed research projects and has published relating to practices to support novice health professionals.

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