Barriers and Facilitators to Clinical Supervision in Ghana: A Scoping Review

Background

Clinical supervision involves the professional relationship between an experienced and knowledgeable clinician and a less experienced clinician in which the experienced clinician provides support toward the skills development of the less experienced one. The concept, structure, and format of clinical supervision vary in various jurisdictions and is influenced by the availability of resources, the training needs of supervisees, and organizational structures.

Aim

The aim of this scoping review was to explore, map out and synthesize the available literature on the facilitators and barriers to clinical supervision in Ghana.

Methods

The methodological framework developed by Arksey and O'Malley and modified by Levac et al. for scoping reviews, and the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews were used to ensure a coherent and transparent reporting of literature. A systematic search was conducted in PubMed, CINAHL, Scopus, Medline, and Google Scholar using key words and key terms. Articles published between January 1, 2000, and February 28, 2023, were included in the review.

Results

The initial search across all the databases yielded 208 results. Two independent reviewers completed both the title and abstract, and full text screenings. A third reviewer helped to resolve all discrepancies that arose during the screening process. The review included 20 articles and generated four themes: clinical supervision as a collaborative effort, feedback mechanism, training and adaptation, and challenges with implementation.

Conclusion

Findings from this review highlight that healthcare professionals in Ghana valued clinical supervision. However, the implementation of clinical supervision is faced with individual and systemic challenges. There is the need for on-going collaboration between educational and clinical institutions to develop modalities that promote clinical supervision in Ghana.

Preceptor's perceptions about the teaching-learning process and collaborative practices in primary health care

OBJECTIVE

To analyze the perceptions of preceptors about the teaching-learning process, as well as the strengths and weaknesses to implement collaborative practices in Primary Health Care.

METHOD

Qualitative study carried out between October and December 2019 with 96 preceptors (surgeons- dentists, nurses and doctors) of the Family Health Strategy. Data were collected with the use of a questionnaire and submitted to Content Analysis, using the Maxqda-2020 software.

RESULTS

Three categories were highlighted: 1. A new know-how needs to be taught to those who teach, 2. teaching and assisting in the preceptorship process and 3. person-centered approach: paradigm for collaborative work reveal difficulties and tensions in the preceptor work and collaborative practices.

CONCLUSION

The study identified the need to qualify preceptors with new approaches for the development of the teaching-learning process, for teamwork and collaborative interprofessional practices in the context of Primary Health Care.

Percepções do preceptor sobre o processo ensino-aprendizagem e práticas colaborativas na atenção primária à saúde

RESUMO Objetivo Analisar as percepções dos preceptores acerca do processo ensino-aprendizagem, bem como as fortalezas e as fragilidades para implementar as práticas colaborativas na Atenção Primária à Saúde. Método Pesquisa qualitativa, desenvolvida entre outubro e dezembro de 2019 com 96 preceptores (cirurgiões-dentistas, enfermeiros e médicos) da Estratégia de Saúde da Família. Os dados foram obtidos através de questionário e submetidos a Análise de Conteúdo, utilizando o software Maxqda-2020. Resultados Foram evidenciadas três categorias: 1. Um novo saber-fazer precisa ser ensinado a quem ensina, 2. o ensinar e o assistir no processo da preceptoria e 3. abordagem centrada na pessoa: paradigma para o trabalho colaborativo revelam dificuldades e tensões no trabalho do preceptor e de práticas colaborativas. Conclusão O estudo identificou a necessidade de qualificar os preceptores com novas abordagens para o desenvolvimento do processo ensino-aprendizagem, para o trabalho em equipe e práticas interprofissionais colaborativas no contexto da Atenção Primária à Saúde.