JCPSLP Vol 23 No 3

One of my factors was having more than one day a week without students. So, if CEs are in a team, you might plan to share supervision with a colleague. You’d still have one CE taking the lead, but when the other colleague takes the students you have time to get all those other non-student things done so you don’t fall too far behind. In terms of students seeing different approaches, this could help them develop their own style, not just try to replicate one CE. Of course, having more people involved in supervision adds new layers of complexity, but if it’s well set up that might give some good options. The other really strong finding was about the workplace. There is lots of research about workplace culture and supporting professionals as a way to counteract sources of stress. So, in our context, it might mean just debriefing with colleagues, or sharing the caseload or tasks. It might be just gaining advice from managers, but also it might be about agreeing your priorities as the team. For example, you might all think, well, look, it’s mid-COMPASS week and we’ve got lots of students, so let’s just cancel those non-essential meetings and give each other a breather to complete the COMPASS deadline. And of course, also remembering workplace support doesn’t have to come just from speech-language pathologists. It can be other professionals as well; this might provide debrief and advice about student learning, because some of the things are quite generic, not all of them are specific speech-language pathology. I think more broadly, the principle is that you probably need to plan well for placement. There are lots of things to consider and you can’t predict what’s going to happen. But if you can at least plan, you’re ready for unpredictability, particularly things like how the workplace can provide support around the CE; for example, when students are struggling, don’t leave that CE managing that alone. I think more broadly, CEs shouldn’t be doing this alone; it is about partnership between workplaces and universities. My advice would be talk to your local universities about what options they’ve got there. Thinking forward with the way the world is at the moment, do you think that this advice is still relevant for telehealth placements? Yes, I do. Telehealth does change things but the fundamentals of what you need to do in placements is the same. You still need to work out how you’re going to connect with the students on a daily basis, deliver whatever services you are delivering in that new mode. It might lend to more flexibility in terms of sharing students or it might be more restricted because of the restrictions on where you’ve got to place people or the access to computers. But I think the principles to take away and apply to other contexts are that it’s complicated, it’s not a “one size fits all”. So what actually works for you might not work for the person in the office next door or the ward next door or even the same ward. And that’s okay. It’s just trying to find what’s going to work so that we can make it a positive experience for CEs.

Some of those key things would be planning, making sure you have time and the support necessary as the CE. So what would be your next stages in your research in clinical education? I could go a number of different ways. I could look in a different clinical setting and see if the same factors are true or if different factors emerge. But also the clinician in me also wants to fix things, so I could try to put it in practice some different approaches to clinical education and see if they can work to not increase stress for CEs; maybe set up some different models that take account of the factors and Bleakley, A., & Cleland, J. (2015). Sticking with messy realities: How “thinking with complexity” can inform healthcare education research. In J. Cleland & S. J. Durning (Eds.), Researching medical education . Wiley-Blackwell. Bourne, E., McAllister, L., Kenny, B., & Short, K. (2020). Speech pathologists’ perceptions of the impact of student supervision. International Journal of Practice- Based Learning in Health and Social Care , 8 (2), 1–15. Bourne, E., Short, K., Kenny, B., & McAllister, L. (2021). Clinical educators can supervise students without increased stress: A study of interacting factors using insights from complexity theory. Advances in Health Sciences Education . doi:10.1007/s10459-021-10075-6 Cristancho, S., Field, E., & Lingard, L. (2019). What is the state of complexity science in medical education research? Medical Education , 53 (1), 95–104. doi:10.1111/ medu.13651 Johnson, J. V., & Hall, E. M. (1988). Job strain, work place social support, and cardiovascular disease: A cross- sectional study of a random sample of the Swedish working population. American Journal of Public Health , 78 (10), 1336–1342. doi:10.2105/ajph.78.10.1336 Ragin, C. C. (2000). Fuzzy-set social science . University of Chicago Press. Short, K., Eadie, P., & Kemp, L. (2019). Paths to language development in at risk children: A qualitative comparative analysis (QCA). BMC pediatrics , 19 (1), 1–17. doi:10.1186/s12887-019-1449-z Thompson, D. S., Fazio, X., Kustra, E., Patrick, L., & Stanley, D. (2016). Scoping review of complexity theory in health services research. BMC Health Services Research , 16 , 87. doi:10.1186/s12913-016-1343-4 see how they go. References

Elizabeth Bourne is a lecturer in work integrated learning at the University of Sydney.

Correspondence to: Dr. Elizabeth Bourne The University of Sydney email: elizabeth.bourne@sydney.edu.au

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JCPSLP Volume 23, Number 3 2021

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