Clinical supervision and support for bridging programme students in the greater Durban area

Abstract

Reviewed literature revealed that clinical supervision is a conceptually sound learning model, which, unfortunately, is flawed by problems of implementation. Some of the more glaring problems include limited emphasis upon problem-solving, lack of clear expectations for student performance, inadequate feedback to students, inappropriate role models in clinical settings and inadequately prepared clinical teachers. The purpose of the study was to explore and describe the nature of clinical supervision and support provided to bridging programme students in the clinical settings. Participants were drawn from three nursing colleges and 122 participants returned questionnaires. College 1:26,2% (n=32), College 2:15,6% (n=19) and the majority, 58, 2 % ( n=71) were from College 3. The participants were second year students in the Bridging Programme.