Clinical Supervision

At the undergraduate level clinical education operates within an experiential framework. In terms of rural education this means that undergraduate students may travel to rural or remote areas and spend time with health professionals in order to gain contextual understandings of rural practice.

Learning in the clinical setting provides students with the opportunity to confront challenges that are absent from the classroom (Windsor 1987). The uncertainty of environment conditions combined with the fact that people require care and treatment requires student’s nurses to combine their knowledge , skills and attitudinal abilities. In order to support this process certain rural health professionals work with the university to contribute to undergraduate clinical supervision. Clinical supervision is therefore underpinned by an agreement forged by and between the participants and makes explicit the clinical supervision relationship.

There are various supporting models to underpin such rural practice rotations. Each model draws upon different modes of clinical supervision. Regardless of the model or mode of clinical supervision being drawn upon all supervisors must be skilled in consecutively managing multiple supervisor roles.