Supervisors’ Perspectives on Online Interprofessional Supervision: Results from a Mixed-Methods Longitudinal Cross-Sectional Study
Abstract
:1. Introduction
1.1. Interprofessional Supervision
“Interdisciplinary [interprofessional] supervision can be defined as two or more [practitioners] meeting from different professional groups to achieve a common goal of protecting the welfare of the client. This protection is achieved through a process that enables increased knowledge, increased skill, appropriate attitude and values … to maintain clinical and professional competence.”(p. 586) [8]
Literature Review on Online Interprofessional Supervision in Higher Education
1.2. Interprofessional Interaction with Children and Youth (INTERACT)
1.2.1. Transformation from Face-to-Face IPL Groups to the Online Delivery Mode
1.2.2. The Curriculum
1.3. The Pedagogical Background of Supervision
- (1)
- The relationship between the newly qualified teachers and their mentors in mentoring sessions is important for the newly qualified teachers to benefit from these conversations.
- (2)
- The participants need to establish a common goal for mentoring.
- (3)
- The mentees and the mentors view the mentoring sessions as covering important issues.
- (4)
- The topics are reflected upon from various perspectives, where the teacher’s values, skills, and knowledge play an important part.
2. Materials and Methods
2.1. Design and Participants
2.2. Online Questionnaires
2.3. Data Analysis
2.4. Ethics
3. Results
3.1. Demographic Data
3.2. Quantitative Data
3.2.1. The Supervisor’s Role and Experience
3.2.2. Regarding the IPL Deliveries
3.2.3. Regarding Learning about Child-Related Topics and IPL/IPC
3.3. Qualitative Data
3.3.1. Delivery Mode
“I feel sorry for the students and understand that their situation is demanding. They miss the social aspect. However, I think the university has done what’s possible given the current situation.”(2020/21)
“Online meetings were much better use of time for everyone commuting. The students were more engaged online and not so obsessed by finishing early.”(2020/21)
3.3.2. Online Skills
“I experienced those students needed more online than professional supervision.”(2020/21)
“The group was uneven. The group members were unable to uplift each other.”(2019/20)
3.3.3. The Student Groups Required Little Supervision
“Students need little supervision. They could be challenged on how to use supervision, which is important in their professional lives.”(2021/22)
3.3.4. Curriculum and Case-Based Learning
“Some of the studies, for example occupational therapy and physiotherapy, found it difficult to contribute professionally related to children and young people based on where in the study they themselves were. They contributed, but I found that I did not feel that they had much to contribute.”(2019)
“Some students said that during the supervision, they experienced little progress in their work, because they could not remember the case that they had the year before.”(2021/22)
“I was left with the impression that the conversation in the groups and the experience between them was just as important as the task.”(2021/22)
“But I spoke to the students from the second and third year, and they were very clear that they themselves felt that they had so little to contribute when they took their first year. They did not “own” their profession well enough after a maximum of 6 months in the study, and thus the subject-professional discussions became a bit flat. This year, they themselves believed that they had much more weight and benefited greatly from the discussions.”(2020/21)
“As they got into the topic, many better understood why they had worked a lot with group contracts and roles. Some were very prepared on the first day, while others had not done the work there. It could create some “management students,” but day 2 was good because many understood better how important it is to read and listen to the lectures, read articles on Canvas and be more prepared for day 2.”(2020/21)
3.3.5. The Supervisor Role
“To hectic to call what I did together with the students supervision.”(2018/19)
“Possibly, supervision during the seminar days is sufficient. It might motivate the students to utilize the time they spend together in the group better.”(2018/19)
“Although my entrance into the group disturbed the group process, I felt we had good conversations about the process, the content and IPL.”(2021/22)
“Important that the students experience online supervision—this can be a part of their professional situation.”(2020/21)
“It is a special situation that helps develop the supervisor role.”(2021/22)
4. Discussion
4.1. The Relationship between Supervisors and Students
4.2. The Supervisors and Students Need to Establish a Common Goal
4.3. The Mentees and the Mentors View the Mentoring Sessions as Covering Important Issues
4.4. The Topics Are Reflected upon from Various Perspectives, Where the Teacher’s Values, Skills, and Knowledge Play an Important Part
4.5. The Online Supervisor’s Role
4.6. Strengths and Limitations
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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2018/19 (n = 39) 1 | 2019/20 (n = 13) | 2020/21 (n = 32) | 2021/22 (n = 21) | |
---|---|---|---|---|
Age (years) | ||||
30 or younger | 3 (8) | 1 | 6 (19) | 6 (29) |
31–40 | 8 (21) | 3 | 7 (22) | 1 (5) |
41–60 | 22 (56) | 0 | 13 (41) | 8 (38) |
61 or older | 6 (15) | 9 | 6 (19) | 6 (29) |
Study program | ||||
Early Childhood Education and Care | 6 (15) | 3 (23) | 1 (3) | - |
Child Welfare | 6 (15) | - | 1 (3) | - |
Occupational Therapy | 1 (3) | - | - | - |
Teacher Education in Art and Design | - | 1 (8) | 3 (9) | 2 (10) |
Physiotherapy 2 | 1 (3) | 3 (23) | 1 (3) | 1 (5) |
Teacher Education 3 | 10 (26) | 5 (39) | 13 (41) | 6 (29) |
Social Work | 2 (5) | 2 (6) | 4 (19) | |
Nursing | 3 (8) | 1 (8) | 5 (16) | 6 (29) |
Social Education | 2 (5) | - | - | - |
Other | - | - | 6 (19) | 2 (10) |
Working experience | ||||
with children and young people | 30 (94) | 17 (81) | ||
with interprofessional collaboration | 29 (91) | 19 (90) | ||
Other | 31 (97) | 20 (95) |
Variables | Academic Year | “Disagree” (Score 0–2) | “Agree” (Score 3–5) | Do Not Know |
---|---|---|---|---|
I had pre-pandemic experience with online supervision | 2019/20 | 39 | 61 | |
2020/21 | 75 | 25 | ||
2021/22 | 33 | 52 | 14 | |
I had pre-pandemic experience with online teaching | 2019/20 | 54 | 46 | |
2020/21 | 69 | 31 | ||
2021/22 | 38 | 48 | 14 | |
I lack training in online supervision | 2020/21 | 60 | 40 | |
2021/22 | 37 | 63 | 0 | |
I need to increase my overall digital competency | 2020/21 | 69 | 31 | |
2021/22 | 25 | 75 | 0 | |
The traditional supervision role is no different from the online role 1 | 2019/20 | 23 | 77 | |
2020/21 | 43 | 57 | ||
2021/22 | 37 | 52 | 11 |
Variables | Academic Year | “Disagree” (Score 0–2) | “Agree” (Score 3–5) | Do Not Know |
---|---|---|---|---|
Regarding the deliveries: | ||||
The online learning resources were relevant | 2019/20 | 8 | 92 | |
2020/21 | 0 | 100 | ||
2021/22 | 0 | 95 | 5 | |
The tasks were relevant to professional practice | 2019/20 | 8 | 92 | |
2020/21 | 0 | 100 | ||
2021/22 | 0 | 90 | 10 | |
The collaboration in the online groups 1 worked well | 2019/20 | 0 | 100 | |
2020/21 | 0 | 100 | ||
2021/22 | 5 | 90 | 5 | |
The students had prepared themselves | 2019/20 | 39 | 61 | |
2020/21 | 39 | 61 | ||
2021/22 | 33 | 33 | 33 | |
The online tools worked well | 2020/21 | 0 | 100 | |
2021/22 | 0 | 95 | 5 | |
No students had ‘black screens’ | 2020/21 | 26 | 74 | |
2021/22 | 38 | 57 | 5 | |
All the students spoke in the online group | 2020/21 | 0 | 100 | |
2021/22 | 14 | 80 | 10 | |
Regarding the online delivery mode | ||||
The learning outcome is reduced in online mode | 2020/21 | 52 | 48 | |
2021/22 | 62 | 24 | 14 | |
Online group work in breakout rooms 1 produced higher learning outcome than plenary lectures would have done | 2019/20 | 8 | 92 | |
2020/21 | 3 | 97 | ||
2021/22 | 5 | 81 | 14 | |
Online group work in breakout rooms produced higher learning outcomes than physical groups on campus | 2019/20 | 85 | 15 | |
2020/21 | 42 | 58 | ||
2021/22 | 24 | 33 | 43 | |
Online interprofessional group work in breakout room in preservice training is well suited for students to: | ||||
Discuss neutral topics | 2020/21 | 6 | 92 | |
2021/22 | 5 | 85 | 10 | |
Discuss sensitive topics | 2020/21 | 3 | 97 | |
2021/22 | 5 | 90 | 5 | |
Learn with, from and about other students | 2020/21 | 3 | 97 | |
2021/22 | 5 | 85 | 10 | |
Get to know other students | 2020/21 | 9 | 91 | |
2021/22 | 10 | 85 | 5 | |
Training on online collaboration | 2020/21 | 3 | 97 | |
2021/22 | 0 | 95 | 5 | |
Simulate interprofessional collaboration with other professions | 2020/21 | 6 | 94 | |
2021/22 | 0 | 95 | 5 | |
Succeed in future interprofessional collaboration | 2020/21 | 6 | 94 | |
2021/22 | 0 | 95 | 5 | |
Regarding the curriculum | ||||
The progression in the various themes builds up in a natural way | 2020/21 | 0 | 100 | |
2021/22 | 0 | 100 | ||
The case worked well as part of curricula | 2020/21 | 3 | 97 | |
2021/22 | 6 | 94 | ||
Spiral learning as a principle was successful | 2020/21 | 0 | 100 | |
2021/22 | 0 | 100 |
Variables | Academic Year | “Disagree” (Score 0–2) | “Agree” (Score 3–5) | Do Not Know |
---|---|---|---|---|
Students learning outcome was high: | ||||
Children in general | 2019/20 | 0 | 100 | |
2020/21 | 6 | 92 | ||
2021/22 | 0 | 95 | 5 | |
Children as next-of-kin | 2019/20 | 8 | 92 | |
2020/21 | 11 | 89 | ||
2021/22 | 5 | 90 | 5 | |
Vulnerable/at-risk children | 2019/20 | 0 | 100 | |
2020/21 | 6 | 94 | ||
2021/22 | 0 | 95 | 5 | |
Children’s rights | 2019/20 | 0 | 100 | |
2020/21 | 6 | 94 | ||
2021/22 | 0 | 90 | 10 | |
Their own future professional role | 2019/20 | 23 | 77 | |
2020/21 | 6 | 94 | ||
2021/22 | 5 | 90 | 5 | |
Other professional roles/study programs | 2019/20 | 0 | 100 | |
2020/21 | 6 | 94 | ||
2021/22 | 5 | 85 | 10 | |
Interprofessional collaboration as it takes place in working life | 2019/20 | 8 | 93 | |
2020/21 | 3 | 96 | ||
2021/22 | 10 | 76 | 14 | |
Values and ethics 1 | 2019/20 | 15 | 85 | |
2020/21 | 3 | 97 | ||
2021/22 | 0 | 90 | 10 | |
Roles and responsibilities for collaborative practice 1 | 2019/20 | 8 | 93 | |
2020/21 | 0 | 100 | ||
2021/22 | 0 | 100 | 0 | |
Teams and teamwork 1 | 2019/20 | 0 | 100 | |
2020/21 | 0 | 100 | ||
2021/22 | 0 | 100 | 0 | |
Interprofessional communication 1 | 2019/20 | 0 | 100 | |
2020/21 | 3 | 97 | ||
2021/22 | 5 | 90 | 5 | |
Observation as a method | 2019/20 | 0 | 100 | |
2020/21 | 6 | 94 | ||
2021/22 | 5 | 81 | 14 | |
Verbal communication | 2020/21 | 3 | 97 | |
2021/22 | 0 | 90 | 10 | |
Nonverbal communication | 2020/21 | 41 | 59 | |
2021/22 | 0 | 76 | 24 |
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Almendingen, K.; Skotheim, T.; Magnus, E.M. Supervisors’ Perspectives on Online Interprofessional Supervision: Results from a Mixed-Methods Longitudinal Cross-Sectional Study. Educ. Sci. 2023, 13, 34. https://doi.org/10.3390/educsci13010034
Almendingen K, Skotheim T, Magnus EM. Supervisors’ Perspectives on Online Interprofessional Supervision: Results from a Mixed-Methods Longitudinal Cross-Sectional Study. Education Sciences. 2023; 13(1):34. https://doi.org/10.3390/educsci13010034
Chicago/Turabian StyleAlmendingen, Kari, Torhild Skotheim, and Ellen Merethe Magnus. 2023. "Supervisors’ Perspectives on Online Interprofessional Supervision: Results from a Mixed-Methods Longitudinal Cross-Sectional Study" Education Sciences 13, no. 1: 34. https://doi.org/10.3390/educsci13010034