Exploring the Experiences of First-Time Clinical Rotation Supervisors: Qualities, Training, and Needs

Abstract

Little is known about the experience of first-time child life clinical rotation supervisors. The purpose of this study is to explore the thoughts, feelings, and experiences of these individuals using qualitative research methods. During a semi-structured interview, 13 participants were asked about their experience supervising an intern for the first time; qualities, skills, and experiences needed in a clinical rotation supervisor; and resources and trainings provided to support supervising an intern for the first time. Participants identified certain competencies they felt were important for clinical rotation supervisors to display, including the ability to put child life knowledge into practice and effective communication skills, while recognizing that formalized training is needed to further develop competencies and, overall, help first-time clinical rotation supervisors feel better prepared for their role. Related to their individual experience, participants expressed a desire to contribute to the next generation of Certified Child Life Specialist (CCLS). Participants recalled feeling nervous and often expressed feeling unprepared to step into the role even when seeking support from multiple outlets in varying formats. The participants acknowledged that a training program would be beneficial in preparing new clinical rotation supervisors, as well as in standardizing the internship experience for students. The perspectives offered by the first-time clinical rotation supervisors emphasized the need for accessible, standardized training for this role, as well as for various supports throughout the supervision (e.g., continued learning opportunities, support from colleagues, and meeting time with child life educators/managers).