The SQF Model integrates specific skills during clinical teaching with the goal of moving a student toward autonomy by helping them develop clinical reasoning skills.
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Supervision is dependent on the situation. You must consider the the competency of the learner, the task and its complexity, and the level of urgency (ex. needing to quickly spine board a patient).
Use of strategic questions to actively engage with the student and help the student develop complex cognitive processing skills to assist in making appropriate and accurate clinical decisions.
Positive feedback reinforces or confirms behavior and works by reassuring the student and helping them to build self-confidence.