A reflective supervision model of problem based learning

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A reflective supervision model of problem based
learning

• Collaborating Team B Nurse Students (2007),
  Lindsay Rigby, Ian Wilson,

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Aims of Session

• To provide a background to the development and
  implementation of the model
• To discuss the existing literature around PBL
  supervision
• To provide a description of the model
• To facilitate an abridged experience of PBL
  using this model
• To gain feedback from workshop participants
• To summarise potential further developments for
  this model

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A reflective supervision model of problem based
learning

• Incorporating the principles of group
  supervision within a problem based learning
  approach to address clinical issues amongst
  student mental health nurses
• Core Learning Outcomes
• To use a PBL approach to address clinical issues
  as they arise from students clinical experiences
  on placement
• To enable students to learn problem solving
  skills to access solutions to clinical,
  theoretical, ethical and conceptual dilemmas and
  considerations in mental health nursing
• To become reflective practitioners as the
  students progress through their nurse training
• To experience the role of a supervisee in a
  structured and formal supervisory setting
• To provide a safe, non judgemental environment to
  explore gaps in knowledge and the management of
  the self in a clinical environment

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PBL in Student Nursing The Evidence Base

• Creedy Alavi (1997) advocate the use of PBL
  approaches to be the most effective teaching
  method in preparing student nurses for their
  role.
• Barrow et al (2002) Study of mental health
  nursing students found PBL to be a positive
  experience but found the expectation to direct
  their own learning and ambiguous scenarios to be
  stressful.
• Van den Bossche et al (2004) In a systematic
  review of PBL, they question the
  transferability to different learning contexts
  and describe a diverse range of hybrid models
  or adapted models
• Tiwari et al (2006) Undertook study of 187
  nursing students - four themes were derived from
  their experience Improved motivation to learn
  self-direction in learning active, interactive
  and student-centred learning and enjoyment in
  learning.
• Ehrenberg Häggbloma ( 2006) Found in a
  qualitative study of 30 student nurses that PBL
  can prepare students for their working lives by
  engaging them in authentic situations during
  clinical training and by acquiring strategies for
  life-long learning in their professional careers.
  

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Supervision in Student Nursing The Evidence
Base

• Arvidsson, B et al (2001) In a long-term
  evaluation of supervision of mental health nurses
  found they gaining knowledge and competence a
  sense of security in nursing situations a
  feeling of personal development a realisation
  of the value of supervision and a sense of
  professional solidarity
• Saarikoski et al (2006) Found from an evaluation
  of group supervision with 30 student nurses that
  it enabled students to address fears and
  anxieties concerning their ability to deal with
  the unfamiliar demands of practice on both an
  emotional and psychological level
• Benjamin Sohnen-Moe (2007) Hearing the fears
  and doubts of other practitioners who are feeling
  challenged by unusual client situations can help
  practitioners feel less isolated and alone
• Carver et al (2007) 32 mental health nursing
  students participated in focus groups in which
  they discussed their expectations of clinical
  supervision. Findings suggested that group
  supervision is attractive to students. However,
  they found receiving group supervision an anxiety
  provoking experience

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Seven Step Approach (Dolmans Schmidt. 1994)

• 1.  Clarify what you think you understand about
  the situation
• 2. Define unfamiliar terms, concepts and
  vocabulary
• 3. Analyse what the main issues might be
• 4. Sift and sort by considering which area/s you
  are going to focus on
• 5. Identify learning outcomes what do you need
  to find out. SMART goals should be agreed
• 6. Decide where will you find your information
• 7. Report back to the group by discussing your
  findings

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Process of the Group

• Group members will bring an issue which will be
  clarified with support from the facilitator and
  recorded
• From the list generated the group will prioritise
  what it is they would like to deal with. Issues
  not prioritised are recorded for subsequent
  sessions
• For the selected issue all terms or concepts are
  clarified
• A discussion is then developed to identify what
  must be considered to resolve the issue
• Learning outcomes are then identified (SMART) and
  each individual volunteers to bring a specific
  piece of information back to the next group
  session
• The facilitator summaries the session and
  reflects upon the group process

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Making Your experience Count !

• Time to get into groups !
• Please settle into your allocated groups and
  refer to the handouts provided
• You have 30 minutes in each group and we will
  return at 1.00pm for feedback

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Group Themes
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Quotes from students

• I thought that because we were choosing our own
  topic it was far more interesting you wanted to
  do the work
• I found that through other peoples problems I
  learnt a lot about other guidelines relevant to
  our practice like the MH PIG guidelines
• Its also nice to know that youre not the only
  one who has problems in clinical areas. Its nice
  to know that other people are feeling unsure as
  well
• We could talk about things that maybe had been
  brought up in lectures before but that we were
  still a bit unsure about

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So where are we going ?

• We are helping students to present a qualitative
  reflection of their PBL experience at a
  conference in April 2008
• We have applied for a grant to develop a web
  based resource to support PBL by offering an
  on-line forum to address those issues that have
  not been dealt with in the PBL group
• We are undertaking a formal evaluation of the
  model using qualitative quantitative
  methodologies

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Conclusions

• An evaluation of this approach will contribute to
  important evidence to promote the effectiveness
  of this model in health care education, which is
  currently limited
• This is a resource neutral initiative in terms of
  teaching time
• This approach is compatible with Manchester
  Universitys agenda to increase on-line learning
• This approach contributes to nurse training by
  complementing Ten Essential Shared Capabilities
  for Mental Health Workers (NIMHE 2005) and The
  Chief Nursing Officers Report for Mental Health
  Nursing (DOH 2006)
• The model can be adopted and adapted by other
  branches of nursing and other health care
  professionals and can also be used at different
  levels of training