Overview
Initiative type
Service Improvement
Status
Deliver
Published
June 2026
Summary
The project was designed to better support students on placement and strengthen their understanding of supervision using structured interprofessional peer supervision groups.
Dates: December 2024 - December 2025
Implementation sites: Logan Hospital
Partnerships: The Hopkins Centre
Aim
Support students during placement and improve awareness of supervision practices across disciplines.
Outcomes
- 100% reporting that the interprofessional peer supervision sessions enhanced their placement experience and improved their clinical practice.
- 100% of students stating that having a facilitator outside their own profession added meaningful insights and improved the learning environment.
- 91% of students reporting that attending sessions with another \ profession provided richer learning opportunities compared with single discipline discussions.
- 100% stating they would continue to encourage student participation and identifying improvements in student confidence, time management skills, peer support, and group cohesion.
- Observed student outcomes included improved work-life balance strategies, increased willingness to ask questions, and more effective resource sharing
Background
Clinical Education Support Officers and clinical educators at Logan Healthcare Clinic identified recurring stressors and developmental needs among physiotherapy and speech pathology students participating in student led clinics. Staff also noted that many allied health graduates entering the workforce demonstrated limited understanding of professional
supervision frameworks [1].
Together, these observations highlighted an opportunity to introduce interprofessional peer supervision focus groups to address shared placement challenges and enhance students’ awareness of supervision practices across disciplines. Clinical placements provide a critical context in which students translate academic learning into real world clinical practice; however, this transition frequently contributes to a recognised theory-practice gap [2].
This gap extends beyond discipline specific clinical competence to encompass the non clinical skills required for effective communication, collaboration, and professional reasoning. Healthcare placements are also widely acknowledged as inherently stressful learning environments, and elevated stress levels can diminish students’ capacity for critical thinking [3], thereby influencing clinical decision making and the quality of patient interactions. At Logan Healthcare Clinic, students participate in 4:1 or 3:1 group placement models, which influence the nature and intensity of the supervision they receive. While traditional 1:1 apprenticeship models provide consistent and individualised oversight, group models inherently rely more heavily on peer supervision, shared problem solving, and reduced direct supervisor
time [4, 5] Peer supervision offers students a structured opportunity to reflect together, share strategies, and develop clinical reasoning in a supportive environment. It reduces reliance on a single supervisor, encourages autonomy, and builds confidence,
particularly within group placement models. By learning from peers’ perspectives and experiences, students strengthen both clinical and professional capabilities essential for collaborative practice [6].
The Rural Interprofessional Education and Supervision model, developed in Queensland, incorporates targeted interprofessional education and supervision activities and has been successfully implemented across five rural sites. Findings demonstrated that the model fostered interprofessional learning among students and strengthened collaborative practice within healthcare teams, with anticipated positive impacts on patient care [7]. The success of the Rural Interprofessional Education and Supervision model highlights the potential value of interprofessional supervision models in both rural and metropolitan clinical education settings.
Within Queensland Health, a key function of clinical education support officer (speech pathology) or facility clinical education coordinator (physiotherapy) is to support clinicians and students to achieve successful placement outcomes. Leveraging these roles in the implementation of the Student Interprofessional Peer Supervision initiative provided a mechanism to navigate educator–student power imbalances, offer neutral facilitation, and utilise an existing workforce resource in a novel supervision approach. By integrating interprofessional peer supervision within existing placement structures, Student Interprofessional Peer Supervision aims to improve learner confidence, enhance readiness for professional practice, and strengthen interprofessional culture within the clinical education environment.
Methods
Four structured focus groups were developed around themes commonly encountered by students during clinical placement, including feedback, emotional regulation, time management, and fatigue or stress [8]. Each 60 minute session was facilitated by allied health professionals who were not directly involved in supervising the participating students, thereby supporting confidentiality and encouraging open, authentic discussion [9]. Sessions were conducted in person and were not recorded to preserve students’ psychological safety. Depending on placement length, students attended either two or four focus groups. Each session also incorporated targeted education on supervision within Queensland Health, including its professional and clinical purposes and the supervision expectations placed on new graduate clinicians.
All focus groups followed a consistent, structured format designed to foster psychological safety, reflective practice, and interprofessional learning. Sessions began with a reminder of confidentiality boundaries, reinforcing a safe environment in which students could discuss challenges without concern for assessment implications. A brief introductory activity facilitated rapport building, followed by a wellbeing check in to support awareness of students’ emotional and cognitive load during placement. The central component of each session involved a guided thematic discussion on a key theme encouraging students to share insights, explore discipline specific perspectives, and collaboratively problem solve. Theme specific activities were integrated to deepen learning and promote practical skill development.
For example, time management sessions utilised tools such as the impact/effort matrix and the Eisenhower matrix to support prioritisation and workload organisation, while feedback focused sessions incorporated an interactive activity comparing ineffective,
constructive, and non-actionable positive feedback. Each session concluded with a synthesis of key takeaways and practical strategies, enabling students to consolidate learning and reflect on how these insights could be applied throughout their ongoing placement
experience.
Discussion
The evaluation of the Student Interprofessional Peer Supervision model indicates that structured, interprofessional peer supervision sessions can meaningfully address current gaps in clinical education within public hospital placements. Students consistently reported significant benefits across both clinical and non-clinical domains, demonstrating that the model provides support not typically available through existing supervision structures. The overwhelmingly positive feedback, including strong endorsement of the psychologically safe and discipline neutral facilitation, suggests that students value having a protected space to reflect on challenges, explore professional expectations, and develop transferable skills essential for early career practice. Interprofessional engagement emerged as a key strength of the model. Students noted that participating alongside another discipline enriched their learning experience, broadened their understanding of clinical reasoning approaches, and strengthened their capacity to collaborate effectively.
These findings are particularly relevant in resource constrained services, where efficient interdisciplinary teamwork and strong professional relationships are essential. Clinical educators echoed these observations, identifying improvements in group cohesion, peer support, and communication, as well as enhanced confidence among students in seeking assistance and sharing resources. Educators also emphasised that the Student Interprofessional Peer Supervision model complemented traditional supervision by providing a non-assessing environment in which students could openly raise concerns without fear of academic consequence. The practical benefits identified by educators, including improved time management strategies and more effective work–life balance approaches, further illustrate the value of incorporating reflective, interprofessional peer supervision into placement structures. While logistical considerations such as minor reductions in clinical or documentation time were noted, educators agreed that these were outweighed by the meaningful educational and interpersonal benefits. Several limitations should be acknowledged.
The current implementation involves only physiotherapy and speech pathology students, reflecting the disciplines presently located at Logan Healthcare Clinic. As additional allied health professions transition to the site expansion of the model will allow for broader interprofessional representation and greater cross disciplinary learning. In addition, the sample size for this evaluation was small, limiting generalisability. Future cycles of data collection will include a larger cohort and will incorporate pre and post participation measures to assess shifts in student confidence, understanding of supervision, and key themes identified in survey responses. There is also strong potential to adapt the model for early career clinicians, particularly new graduates entering the public hospital environment, who may benefit from structured peer supervision as they transition to independent practice.
Overall, the findings suggest that interprofessional peer supervision provides a valuable and feasible enhancement to existing clinical education systems. By supporting student wellbeing, strengthening reflective practice, and fostering collaborative care, the model offers a practical means of improving both learner preparedness and multidisciplinary team functioning within the hospital setting. Please note student consent and ethics approval from the Metro South Human Research Ethics Committee was not required for this project due to all key stakeholders maintaining their anonymity.
References
1. McAleer, R., Hanson, L. C., & Kenny, A. (2023). Characteristics, attributes and outcomes of allied health transition to practice programs: a mixed-method systematic review. Focus on Health Professional Education: A Multi-Professional Journal, 24(3), 1-30.
2. Greenway, K., Butt, G., & Walthall, H. (2019). What is a theory-practice gap? An exploration of the concept. Nurse education in practice, 34, 1-6.
3. Khan, A., Begum, H., Rehman, A. U., & Khan, A. (2020). Experiences of healthcare students and the challenges posed by their clinical learning environment. Central European Journal of Nursing and Midwifery, 11(1), 19.
4. O'Connor, A., Cahill, M., & McKay, E. A. (2012). Revisiting 1: 1 and 2: 1 clinical placement models: Student and clinical educator perspectives. Australian Occupational Therapy Journal, 59(4), 276-283.
5. Copley, J., & Nelson, A. (2012). Practice educator perspectives of multiple mentoring in diverse clinical settings. British Journal of Occupational Therapy, 75(10), 456-462.
6. Pager, S. C., Kuipers, P., Bell, K., & Hall, F. (2018). Evaluation of a peer group model of supervision for the allied health workforce in Queensland: a descriptive overview. Internet Journal of Allied Health Sciences and Practice, 16(2), 5.
7. Martin, P., Ford, M., Hill, A., Graham, N., & Argus, G. (n.d.). An innovative interprofessional education and supervision model of student placement: Development to sustainability. NAHC. https://nahc.com.au/an-innovative-interprofessional-education-and-supervision-model-of-student-placement-development-to-sustainability/ [nahc.com.au]
8. Lincoln, M., Adamson, B., & Covic, T. (2004). Perceptions of stress, time management and coping strategies of speech pathology students on clinical placement. Advances in speech language pathology, 6(2), 91-99.
9. Neiterman, E., Beggs, B., HakemZadeh, F., Zeytinoglu, I., Geraci, J., Oltean, I., ... & Lobb, D. (2022).
“They hold your fate in their hands”: exploring the power dynamic in the midwifery student-preceptor relationship. Midwifery, 112, 103430.
Key contact
Bronte Dunn
Senior Speech Pathologist
Logan Hospital
Metro South HHS