BACKGROUND: A diverse team of health professionals provided annual workshops on clinical supervision and interprofessional learning opportunities to clinical educators in order to enhance supervisory skills. This study explored the potential relationships of these workshops on the subsequent practice of the attendees. It investigated whether the content presented influenced the attendees' perception of their supervision performance in clinical practice. METHOD: This descriptive, cross-sectional study examined the attendees' perceptions of the workshops' influence on their role as a supervisor of students in the clinical setting. An electronic survey was administered using Qualtrics. RESULTS: Sixty-four participants from the four workshops held from 2014-2017 completed a descriptive survey in the spring of 2019. The majority of participants indicated that new knowledge was obtained and that it contributed somewhat/considerably to their supervision performance. The dominant category emerging from the qualitative data was personal and professional growth. DISCUSSION: The outcomes show that the workshops influenced attendees' perceived supervisory performance through obtaining new knowledge and translating it into their clinical role over time.
BACKGROUND: A diverse team of health professionals provided annual workshops on clinical supervision and interprofessional learning opportunities to clinical educators in order to enhance supervisory skills. This study explored the potential relationships of these workshops on the subsequent practice of the attendees. It investigated whether the content presented influenced the attendees' perception of their supervision performance in clinical practice. METHOD: This descriptive, cross-sectional study examined the attendees' perceptions of the workshops' influence on their role as a supervisor of students in the clinical setting. An electronic survey was administered using Qualtrics. RESULTS: Sixty-four participants from the four workshops held from 2014-2017 completed a descriptive survey in the spring of 2019. The majority of participants indicated that new knowledge was obtained and that it contributed somewhat/considerably to their supervision performance. The dominant category emerging from the qualitative data was personal and professional growth. DISCUSSION: The outcomes show that the workshops influenced attendees' perceived supervisory performance through obtaining new knowledge and translating it into their clinical role over time.