For many health practitioners, becoming a trained clinical supervisor/mentor is the next step in developing as a professional. Clinical Supervision/mentorship involves combining professional knowledge and experience, a range of relevant theory and practices, with awareness and intuition. The biggest challenge of clinical supervision/mentorship is balancing the need to provide an appropriate learning experience while ensuring patient quality care and safety.
This study-unit will enable students to critically evaluate the concept of clinical supervision and mentorship and apply it to their immediate work environment. The persons completing this study-unit will establish themselves and their credibility while maximising the number of people they can work with. This study-unit is interprofessional in nature, and this is reflected in the variety of professional backgrounds of the students as well as of the academic staff delivering it.
Students following this study-unit shall be considered as student clinical supervisors or mentors, and so would not be eligible for remuneration for mentoring a student as part of the requirements of this study-unit. This will not influence any other arrangements outside this requirement.
Method of Assessment
Assessment Component/s
Weighting
Case Study (Exam Conditions)
30%
Online Moderated Discussions and Postings
70%
Main Reading List
Aris, S., Rao, A, Clutterbuck, D. and Roycroft, P. (2024) Mentoring in Health, Social Care and Beyond: A Handbook for Practice, Training and Research; United Kingdom: Pavilion Publishing
Bastable, S. B. (2017). Nurse as educator: Principles of teaching and learning for nursing practice. Jones & Bartlett Learning.
Carozza, L.S. (2011) Science of successful supervision and mentorship.
Leigh, J. & Roberts, D. (2021). Supervising and Assessing Student Nurses and Midwives in Clinical Practice: A practical guide. Lantern Publishing Ltd: UK
Rose, M., & Best, D. (2005). Transforming practice through clinical education, professional supervision, and mentoring. Elsevier Churchill Livingstone.
Schoo, A., & Welch, D. (2010). Clinical and fieldwork placement in the health professions. Oxford University Press. (Supplementary reading)
Stuart, C. (2013). Mentoring, learning and assessment in clinical practice: A guide for nurses, midwives and other health professionals (3rd ed.) Churchill Livingstone/Elsevier.
Walsh, D. (2014). The nurse mentor's handbook: Supporting students in clinical practice (2nd ed.)
Gopee, N. (2015). Mentoring and supervision in healthcare. Sage.
Supplementary Reading List
Allen, T.D. (2007) Blackwell handbook of mentoring: a multiple perspectives approach.
Bates, B. (2023). Learning theories simplified and how to apply them to teaching. SAGE: Los Angeles.
Cohen, R. (2004). Clinical supervision: What to do and how to do it. Thomson.
Colley, H. (2003) Mentoring for social inclusion: a critical approach to nurturing mentor relationships.
Falender, C.A., Shafranske, E.P. (2004) Clinical supervision: a competency-based approach, American Psychological Association.
Falender, C. A., Shafranske, E. P., & Falicov, C. J. (2014). Multiculturalism and diversity in clinical supervision: A competency-based approach. American Psychological Association.
Falender, C., Shafranske, E., & American Psychological Association. (2004). Clinical supervision : A competency-based approach. American Psychological Association.
International Confederation of Midwives. (2020). Mentoring guidelines for midwives 2020. The Hague, The Netherlands: ICM.
Launer, J. (2014). Supervision, mentoring and coaching. Understanding medical education. Evidence, theory and practice. Oxford: Wiley Blackwell.
Morton-Cooper, A. & Palmer, A. (2000) Mentoring, preceptorship and clinical supervision: a guide to professional support roles in clinical practice.
Bishop, V. (2007) (ed.) Clinical supervision in practice: some questions, answers and guidelines for professionals in health and social care.
Please check your eligibility to join this short course and time-tabling details with the Faculty of Health Sciences. The short course will only be delivered subject to a minimum number of applications being received.
The aim of this study-unit is to develop advanced teaching, learning and assessing skills to form and maintain a supervisory/mentorship relationship with students or junior staff. The study-unit also aims to provide the background, understanding and skills for clinicians to create a learning environment within which students thrive.
This study-unit is designed to enable the student to:
Analyse a range of models of supervision and educational theories that are both practical and evidence-based;
Develop an advanced understanding of supervisory structures and processes;
Develop a critical understanding of the principles of successful clinical supervision; and
Develop a critical understanding of the different ways in which clinical supervision can be assessed and evaluated.
Learning Outcomes: Knowledge and Understanding
By the end of the study-unit the student will be able to:
Identify quality indicators of clinical supervision/mentorship;
Discuss theories and concepts that are relevant to mentorship/clinical supervision;
Critically consider the usefulness of models of supervision relevant to the health practitioner's area of practice;
Critique issues that arise in the practice of clinical supervision/mentorship using evidence from the literature;
Evaluate learner-centred approaches to clinical supervision/mentorship that maximise patient safety;
Reflect on one's own values and beliefs systems and deliberate the ethical and legal dilemmas that may occur within the organisational context of supervisory practice/mentorship; and
Critically discuss challenging issues that typically arise during daily clinical practice that influence patient/client care.
Learning Outcomes: Skills
By the end of the study-unit the student will be able to:
Apply the principles underpinning the models of clinical supervision/mentorship in one's area of practice;
Manage and integrate factors such as organisational, ethical, professional and legal influences;
Reflect on and develop one's supervision skills through the assessment and teaching of a health student on a registered placement using criteria established by the University of Malta;
Propose actions that will facilitate the student placement as a learning environment;
Use problem solving techniques to address issues that arise during supervisory practice/mentorship;
Construct learner-centred approaches to clinical supervision/mentorship that maximise patient safety;
Demonstrate leadership qualities in supervisory practice /mentorship;
Develop a supervisory/mentorship relationship with a student and associated health practitioners and academics within the organisational context; and
Demonstrate an approach to the provision of feedback to students that results in performance improvement.
Non EU Applicants:
EUR650
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Micro-credentials offer the possibility of providing flexible learning pathways to respond to evolving needs and new developments, thus enabling students to tailor their studies to their needs. Micro-credentials may be combined or transferred into larger credentials, such as certificates, diplomas and degrees, provided that the relevant programme requirements are met. Applicants wishing to transfer micro-credentials to a programme of study are encouraged to seek the advice of the relevant academic entity.
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