Factors influencing clinical supervision of undergraduate occupational therapy students during practice learning in the Global South: A rapid review
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Abstract
Background. Clinical practice learning is an important aspect of educating undergraduate occupational therapy (OT) students to understand the profession and for professional identity. Practice learning could be hampered by several factors including the lack of proficient clinical supervisors, coupled with a burgeoning number of students. To ensure the success of the programme, the expectations of lecturers and supervisors should be compatible.
Objective. To investigate the factors influencing clinical supervision of undergraduate OT students during practice learning in the Global South.
Methods. A rapid review of the literature was conducted between 2017 and 2022 with searches in EBSCOhost and PubMed databases. Mendeley Reference Manager was used as a tool for database storage, and the literature found was screened and documented according to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement and guidelines. A hierarchy of evidence was formed using Tomlin and Borgetto’s (2011) research pyramid. Articles within the three most trustworthy and relevant levels of the qualitative hierarchy were appraised using the clinical appraisal skills programme (CASP) tool.
Results. Five main themes emerged from a thematic analysis of 20 records: quality assurance; roles and relationships; hegemonies in and out of context; context of clinical practice; and teaching how.
Conclusion. The key aspects influencing clinical supervision in undergraduate OT programmes are interconnected. The findings emphasise the importance of having a protocol, sequence of preparation and procedure, and training of personnel in informing quality of supervision. Quality individualised support for learners is best achieved when there is structure and proficient supervision.
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