Pedagogic strategies of supervisors in healthcare placements

Figures & data

Table 1. Context of data collection.

Work setting	Description
Rehabilitation centre	Military rehabilitation centre where patients often stay in-house and participate in longitudinal interprofessional treatment processes. A fixed agenda determines the daily patient planning of the physiotherapists.
Hospital	Physiotherapy placement including two hospital departments: neurology and gastroenterology. A daily updated overview of patients indicates caregiving activities.
Private practice	Physiotherapy practice located in a community health centre. A fixed agenda determines the daily patient planning.
Hospital	Nursing placement located in the hospital department of gynaecology and urology. Work activities are partly scheduled, and partly dependent on ad hoc patient needs.
Nursing home (elderly care)	Nursing home which accommodates for elderly people who can no longer live independently and require nursing care, including patients with dementia, Parkinson’s disease, physical disorders, and rehabilitation. Treatment schedule is drawn up together on a daily basis with the team of nurses and student-nurses.
Psychiatric care institution	Department of a psychiatric institution for people with chronic depression. Residents stay in-house and participate in longitudinal treatment processes. Daily work processes of the nurses are partly determined in a fixed agenda, and partly dependent on unpredictable patient care.
Home-based care	Patient-care activities takes place at people’s own homes and are pre-assigned among the team of nurses. A fixed amount of time is available per patient.

Table 2. Collected data.

Occupation	Supervisors	Work setting	Data collection in 20-week placement	Interview triggers (N photos)	Interview duration (minutes)
Physiotherapy	Jennifer Matthew	Rehabilitation Centre	1: week 7	4	39 52
			2: week 14	6	40 38
	Wendy	Hospital	1: week 7	4	44
	Sara		2: week 15	5	42
	Laura	Private Practice	1: week 6	6	45
	Jessica		2: week 13	4	49
Nursing	Amber	Hospital	1: week 5	4	43
			2: week 18	2	32
	Emily	Nursing home, elderly care	1: week 5	1	34
			2: week 15	1	29
	Amy	Psychiatric care institution	1: week 9	5	55
			2: week 18	2	42
	Britt	Home-based care	1: week 9	3	23
			2: week 19	1	31

Figure 1. Analysis process.

Table 3. Example of coded data fragment.

Code: Demonstration	Photo	Amber (nurse in hospital) and the student are in conversation in the nurses’ staffroom.
	Actions	Amber reflects how she facilitated the preliminary discussion with the student about the patients through asking her questions: ‘Which patients do you want to take care of today, what is their history (operation e.g.), what is your focus of today’s work activities, what do you specifically want to learn?.’
	Reasons	Amber wishes to stimulate the student to prepare the upcoming work activities. It is important for her that the student understands the patient’s history. She wants to explain to her what to be attentive to in specific patients’ cases, for example, by recognising the possible complications of surgery. Amber reasons that this patients’ discussion beforehand is important for the student, to develop a clinical overview when providing patient care.
	Illustrative interview quote	I think the clinical reasoning beforehand is important, so she knows what to be careful of, and also to be able to understand the whole clinical picture of this patient, including the surgery they have had, in order to estimate how the patient is doing

Figure 2. Results summarised.

Figure 3. Main interpretations of the four configurations of pedagogic strategies.