Effects of Course Content on Student Attitudes and Expectations Regarding the Clinical Supervisory Process

Abstract

The clinical supervisory process can be positively or adversely affected by the attitudes and expectations of the student clinician. Changes in both attitudes and expectations can be brought about by a knowledge and understanding of the supervisory process itself. This study examined the relationship between clinical student attitudes and expectations of the supervisory process and the completion of a course of study relating to the process. The problem is student expectations of supervisors and attitudes toward clinical supervision affect student progression during the supervisory process. This A-B design evaluated the effect of course content on the attitudes and expectations of clinical students during the supervisory process. Seventeen graduate clinicians participated in the study. Standardized tools were used as baseline and post assessment measures. Instructional modules were designed to engage the students in specific activities corresponding to specific content. Results indicated a positive change in both attitudes and expectations as a result of course completion.