Multi Student Models of Supervision

Multi Student Models

There are a variety of student supervision models when facilitating practice based learning including; peer-assisted learning, long-arm supervision and multiple student-to-educator models. These need to become part of normal practice and education to cope with the reduction in supervision opportunities for students (CSP, 2022).

Alternative models of student supervision

Here you can find a video delivered by HEE that depicts some alternative models to supervision that you may want to consider.

Collaborative Learning

Collaborative leaening in practive (CLiP) models are commonly used within physiotherapy and include models involving one educator and multiple students (usually 2:1 but may also be more). Peer support is often a feature of these models and can really help the development of different skill sets (CSP, 2022).

CLiP models are increasing in popularity over the UK and with sufficient preparation, students can have successful outcomes.

Benefits can include:

Introducing students to the ‘real world’ of practice earlier;
Fostering greater responsibility for patient care;

Preparing students more effectively for registrant practice

(Williamson et al, 2020).

Evidence:

Students develop increased confidence and leadership skills as they coach each other and are being coached. Students take responsibility for their learning (Hellström-Hyson et al, 2012).
Students who are coached rather than taught/mentored develop sound clinical reasoning and decision making skills (Hellström-Hyson et al, 2012)
There is increased recruitment to clinical areas where CLiP is embedded (Lobo et al, 2014).

For example, all healthcare students at the University of Portsmouth are being introduced to collaborative learning in practice, simulation placements and classroom group work (University of Plymouth, 2022).

Split/Shared Models

These models describe situations where one student is shared between two or more members of a team, ideally with one lead educator to co-ordinate activities. This can be beneficial for part time staff or to enable a student to have a placement with two different teams. If communicated clearly between supervisors and goals are mapped clearly, the desired learning outcomes may be achieved.

Benefits can include:

Inter-professional learning
Teamwork and understanding different roles
Learning about how health and social care systems operate
Coaching based learning

(CSP, 2022).

The link below gives a nice overview of different models of supervision

Clinical placement supervision modelsLearn about different supervision models and how they benefit your team and placement students.

If you'd like some further reading, this study by Alpine, Caldas and Barrett (2018) which evaluates a 2:1 student to supervisor model within physiotherapy and had positive outcomes.

While each placement model offers different learning opportunities and experiences, for both students and practitioners, not every model will suit every situation. Different placement providers, practice educators, placement settings and individual students will influence the ideal model to use. Therefore, detailed planning by the higher education institution and practice educator is required, particularly before a new model is tested (CSP, 2022).

References

Alpine, L., Caldas, F. and Barrett, E., 2018. Evaluation of a 2 to 1 peer placement supervision model by physiotherapy students and their educators. Physiotherapy Theory and Practice, 35(8), pp.748-755.

CSP. (2022). Models of supervision. Available at: https://www.csp.org.uk/professional-clinical/practice-based-learning/supervision-models/models-supervision

CSP. (2022). Nature and Level of Supervision. Available at: https://www.csp.org.uk/professional-clinical/practice-based-learning/supervision-models/nature-level-supervisi

Hellström-Hyson, E., Mårtensson, G., & Kristofferzon, M. (2012). To take responsibility or to be an onlooker. Nursing students' experiences of two models of supervision. Nurse Education Today, 32(1), 105-110. doi: 10.1016/j.nedt.2011.02.005

Lobo, C., Arthur, A., & Lattimer, V. (2014). Collaborative Learning in Practice (CLiP) for pre-registration nursing students. University of East England.

University of Plymouth. (2022). Collaborative Learning in Practice (CLIP). Available at: https://www.plymouth.ac.uk/student-life/your-studies/academic-services/poppi/placement-providers/collaborative-learning-in-placement-practice.

Williamson, G., Kane, A., Plowright, H., Bunce, J., Clarke, D., & Jamison, C. (2020). ‘Thinking like a nurse’. Changing the culture of nursing students′ clinical learning: Implementing collaborative learning in practice. Nurse Education In Practice, 43, 102742. doi: 10.1016/j.nepr.2020.102742

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