Student Supervision Models

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View Strategies

The list of strategies is not intended to be prescriptive nor exhaustive. It is assumed the reader is a lifelong learner who will seek out further information to interpret and apply the strategies that are appropriate for them and discover other strategies not contained in this resource.

How to use this Resource:

This resource provides a range of models and strategies for supervising Allied Health Professionals in the Disability Sector. University staff may find the resource helpful in facilitating student practicums. Services may utilise the resource to undertake new student placements or improve existing student placements.

+ - Collaborative Model / Peer Coaching Model (2:1 Model) Click to collapse

Description	Comments and Links
One Allied Health Professional supervises two or more students. Emphasis on peer and self-directed learning. Students support each other and work together and the Allied Health Professionals acts as a resource. Students exposed to experiences they otherwise would not have experienced.	Fact Sheet benefits (also copied into Appendix 1) Suggestion Sheet: increasing effciently with collaborative model (also copied into Appendix 1) Evidence in Speech Pathology (also copied intto Appendix 9) Summary and video (also copied into Appendix 10) Video example of supervision of multiple students Video on benefit of collaborative placements Video on student perspective

+ - Student Partner Model Click to collapse

Description	Comments and Links
Students at advanced course level mentor other students (eg. Third Year students mentor first Year students; fourth Year students mentor second Year students). Less direct supervision required.	Cross Peer Mentoring Model: Implementation into practice: succinct manual for pairing senior students with junior students, with the practice educator guiding the overall experience. Helpful risk matrix. Cross Peer Mentoring Model (also copied into Appendix 2)

+ - Multiple Mentoring Model Click to collapse

Description	Comments and Links
Multiple AHPs to multiple students. Promotes collegiality as students use one another as resources and opportunity to observe different educators approaching similar situations. AHPs have opportunity to work with students according to their strengths and interests. Allows more students at one time, while minimising stress on any one Allied Health Professionals.	Fact Sheet: Benefits of Multiple Mentoring Placement (also copied into Appendix 1) Suggestion Sheet - Increasing effeciency with multiple mentoring (also copied into Appendix 1) Video from supervisors perspective

+ - Inter-Agency Model Click to collapse

Description

Public, independent and voluntary sectors collaborate to provide part-time placements in related fields.
Sharing responsibility for student learning
Merges traditional with role-emerging models and provides independent as well as role-modelled learning.
Option for part-time AHPs or unpredictable caseload fluctuations.

+ - Inter-Professional Model Click to collapse

Description	Comments and Links
Students supervised by staff of different allied health discipline. If an assessable placement, assessment completed by supervisor of students discipline.	Video of supervisors perspective Video example of a model taking components from both Peer Coaching and Interprofessional Models: Developing interprofessional student leadership placement model in Broken Hill, NSW Health

+ - Project-Focused Model Click to collapse

Description

Comments and Links

Student (or students) develop a service or a resource
With or without on-site clinical supervision, but with on-site supervision by a staff member of the agency.
An option for private practice where opportunity for experience with a steady caseload of suitable clientele for the student is limited.

+ - Role-Emerging Model Click to collapse

Description

Comments and Links

Student undertakes placement without on-site supervision in their discipline in a setting where their discipline’s services are not routinely provided but potential exists for a role to emerge.
Promotes more autonomous and self-directed learning.
Day-to-day support and supervision provided by member of staff not from their discipline at the placement.
Formal supervision and assessment is carried out by Allied Health Professionals of students discipline arranged by the facility or University.
Can be merged with traditional or inter-agency placement.

Fact Sheet: benefits of role emerging placements (OT) (also copied into Appendix 1)
Suggestion sheet: setting up and managing role emerging placements (also copied into Appendix 1)
Video on development of role emerging placement
Video reviewing learning and service provision following placement

+ - Shared Placement Model Click to collapse

Description

Comments and Links

Supervision shared between two therapists within a workplace.
Therapists may be working in different focus areas.
Option for practitioner who works part-time, or if caseload is coupled with senior or management duties.

Example of shared placement

+ - Participatory Community Practice Model Click to collapse

Description

Students usually work in pairs with long arm supervision from the university, direct supervision from a staff member who may or may not be from the same discipline.
The students take a community development approach to the placement.

+ - Apprenticeship Model Click to collapse

Description	Links
One student per Allied Health Professionals who provides direct supervision and role-modelling throughout the placement. The degree of supervision and the amount of responsibility given to the student may vary, depending on context.	Example (video) of supervising individual/muliple students

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Accessible WORD

View Appendix 1-12:

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Contact information

Developed by NDS Project Lead, Jane Cousins, jane.cousins@nds.org.au, NDS Project Officer, Katie van der Watt, katie.vanderwatt@nds.org.au. For more information, please contact jane.cousins@nds.org.au