Bailey, D. (2004) 'The contribution of work-based supervision to interprofessional learning on a masters programme in community mental health.', Active learning in higher education., 5 (3). pp. 263-278.
This paper explores the contribution of work-based supervision to an education programme in mental health from the perspectives of supervisors and supervisees. It attempts to clarify the supervisory role by looking at the literature together with supervisors’ reported learning and development needs. Supervisors responded positively to a development programme established to help them support their learners. Quantitative data revealed differences between professional groups in respect of their exposure to interprofessional supervision, and individual rather than group supervision is more likely to be delivered in the workplace, which may limit opportunities for interprofessional learning transfer. Feedback from supervisors and supervisees shows consensus that supervision sessions focusing on academic work are rated of highest priority. This poses a challenge for programme providers to develop assignment methods that require workers to be change agents in their practice whilst also demonstrating academic standards.
|Keywords:||Interprofessional education, Mental health, Work-based supervision.|
|Full text:||PDF - Accepted Version (378Kb)|
|Publisher Web site:||http://dx.doi.org/10.1177/1469787404046847|
|Publisher statement:||The final, definitive version of this article has been published in the Journal, Active learning in higher education, 5/3, 2004, © SAGE Publications Ltd at the Active learning in higher education page: http://alh.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/|
|Record Created:||27 Jan 2009|
|Last Modified:||17 Aug 2011 09:44|
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