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The Relationship between the Supervisory Working Alliance and Student Self-efficacy in Genetic Counseling Training

Caldwell, Sarah, B.S.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491317155857356

Abstract Details

2017, MS, University of Cincinnati, Medicine: Genetic Counseling.
Clinical supervision is an essential component of genetic counselor training. The purpose of this study was to determine if a genetic counseling student’s perception of the supervisory working alliance (SWA) is related to genetic counseling student self-efficacy on select clinical practice-based competencies, evaluating the second tenet of the Reciprocal Engagement Model of Supervision (REM-S) from a student perspective. Establishing if this relationship is critical to supervision in genetic counseling as suggested in the REM-S is an important step in being able to guide supervisors toward best practices in supervision. Because supervision is a necessary component of clinical training, determining factors related to student self-efficacy has the potential to impact future clinical practice. Second year genetic counseling students (N=168) completed an online survey containing demographic and clinical rotation experience questions, the Supervisory Working Alliance Inventory-Trainee Form, and the Genetic Counseling Self-Efficacy Scale (GCSES). The GCSES was created and piloted by the investigators prior to distribution of this survey. The items on the self-efficacy scale were adapted from the ACGC Practice-Based Competencies for all genetic counselors. Overall, the SWA was significantly associated with genetic counseling student self-efficacy after controlling for multiple clinical variables. Additionally, the association between the SWA and self-efficacy differed based on whether a student had one supervisor or more than one supervisor. The relationship between the SWA and self-efficacy was specific to those who had only one supervisor and thus highlights that the supervisory working alliance is most important when the student has only one supervisor. This serves as an important step in being able to guide supervisors toward effective methods in supervision, which may include encouraging supervisors to build a strong relationship with their supervisee in order to help strengthen the genetic counseling student’s confidence in their clinical skills.
Carrie Atzinger, M.S. C.G.C. (Committee Chair)
Hua He, M.S. (Committee Member)
Katherine Healy, M.S (Committee Member)
Geoffrey Yager, Ph.D. (Committee Member)
39 p.
Genetics
Supervision; Genetic counseling training; Supervisory working alliance; Self-efficacy; Supervisor; Clinical supervision

Recommended Citations

Citations

  • Caldwell, S. (2017). The Relationship between the Supervisory Working Alliance and Student Self-efficacy in Genetic Counseling Training [Master's thesis, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491317155857356

    APA Style (7th edition)

  • Caldwell, Sarah. The Relationship between the Supervisory Working Alliance and Student Self-efficacy in Genetic Counseling Training. 2017. University of Cincinnati, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491317155857356.

    MLA Style (8th edition)

  • Caldwell, Sarah. "The Relationship between the Supervisory Working Alliance and Student Self-efficacy in Genetic Counseling Training." Master's thesis, University of Cincinnati, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491317155857356

    Chicago Manual of Style (17th edition)

ucin1491317155857356
592
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This open access ETD is published by University of Cincinnati and OhioLINK.