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Summary Objectives We present our findings from a scoping review that sought to identify what is known about nursing and paramedic clinical supervisors' experiences of their supervision practices in rural settings. Our interest in these two groups is based on the central role that nurses and paramedics play in rural health care. Design Scoping reviews support identification of a broad range of literature, including all types of study designs. We adopted Arksey and O'Malley's five-stage approach: identifying the research question; identifying relevant studies; study selection; charting the data; and collating, summarising and reporting results. Data Sources Databases searched included Academic Search Complete, Springer, Factiva, ProQuest, Ebsco, Informit, VOCEDplus and Scopus. Review Method Based on our research question and inclusion and exclusion criteria we selected relevant literature and summarised and reported it using Arksey and O'Malley's framework. Results The review yielded five articles from four countries: Sweden, Belgium, Malaysia and Australia. Conclusion From this scoping review, we identified key themes related to supervisors' experiences, including clarification of expectations, support from managers and colleagues, the need for shared understanding between university, students and supervisors and required skills and competence in supervising students.

Summary Background In Australia, the Federal government's agenda to increase clinical training places to address the forecast shortfall of nurses is driving innovation in clinical education. A student leadership model of clinical education, named the Student Nurse Led Ward model, was designed for the aged care context to provide a high number of clinical placements for pre-service Bachelor of Nursing students in an under-utilized clinical education setting. Objectives The research aimed to determine the viability of the innovation by (1) developing a preliminary understanding of what students were learning and (2) exploring stakeholders’ perceptions about student learning. Design A mixed methods design included an ageing knowledge test and ageing attitudes survey, both administered before and after the placement, student narratives of a learning event written after the placement, as well as focus group and individual interviews with stakeholders. Setting Three residential aged care facilities partnering with one university in one Australian jurisdiction. Participants Included 35 of the 45 students who began placement in the aged care facilities during one semester, a convenience sample of 15 staff and each of the managers and educators from the three agencies. Methods Descriptive statistical analysis of student pre-post knowledge test and attitude survey, hermeneutic analysis of student narratives, and content analysis of individual and group interview data. Results There was an increase in student knowledge around sensory changes, delirium, and drug reactions in older people. There was a slight increase in students’ expression of ageist attitudes following the clinical experience. The clinical educator position was considered to be critical to the success of the model. Conclusions This Student Nurse Led Ward model is a viable model to increase clinical placements, with preliminary evidence in this study suggesting that students benefit through increased knowledge, understanding and capacity to work with older people.

Summary This pilot study explored the educational dimension of physiotherapy practice by focusing on low back pain education. Grounded theory was used to conduct in-depth interviews with eight physiotherapists exploring their perceptions of what patients need to learn from them and how they could be helped to learn. One patient of each physiotherapist was also interviewed regarding what they expected to learn, what they actually learnt and what they found most effective about their physiotherapist in managing their back pain. The data revealed that seven physiotherapists adopted a didactic and therapist-centred approach. Three of these never altered whereas the other four tried to change to a more patient-centred approach. Only one physiotherapist applied an experience-based, patient-centred approach throughout her treatment sessions. All patients identified physiotherapists' attitudes and communication skills as the most effective teaching tools. It is recommended that physiotherapy practice be underpinned by experience-based learning that advocates an open therapist-patient relationship. Such a relationship encourages dialogue, action and reflection on progress and steers clear of unrealistic expectations and misunderstandings. It will enhance sustainable behaviour change and effective physiotherapy educators.