- GERON 5390-090
Mgt: Clinical Issues
- GERON 6390-090
Mgt: Clinical Issues
- GERON 6564-001
EndLife Palliative CareLocation: TBA (TBA)
- GERON 6950-007
- GERON 6980-007
- NURS 6390-090
- NURS 6564-001
EndLife Palliative CareLocation: HSEB 2600 (Health Sciences Education Bldg)
- NURS 7970-008
Thesis Research-Ph D
- NURS 7980-031
- PEPEC 539-090
Mgt: Clinical Issues
- PHARM 7560-001
Palliative Care CourseLocation: HSEB 2600 (Health Sciences Education Bldg)
- SW 6622-001
End of Life / Palliative CareLocation: HSEB 2600 (Health Sciences Education Bldg)
- As a member of the College of Nursing Faculty Group Practice in Mental Health, I see clients in individual counseling. My treatment focus is complicated grief, loss and trauma and depression. Credentialed provider. 01/2015.
- Gerontological Society of America-Social Research, Policy and Practice. 09/1975 - present. Position : Fellow.
- Association for Death Education & Counseling. 09/2010 - present. Position : Fellow of Thanatology.
- Social Work Hospice & Palliative Care Network. 01/2011 - present. Position : Founding Member.
- National Association of Social Workers. 01/2005 - present. Position : Associate.
- American Association of Suicidology. 01/2015 - present. Position : Member.
- American Geriatrics Society. 10/2015 - present. Position : Member.
- Association for Gerontology Education in Social Work. 01/2012 - present. Position : Member.
- Utah Geriatrics Society. 01/2008 - present. Position : Member.
- University of Utah Center on Aging. 01/2006 - present. Position : Faculty Member.
- Utah Hospice and Palliative Care Organization. 01/2007 - present. Position : Member.
- Utah Aging Alliance. 01/2006 - present. Position : Member.
Philosophy of Teaching Statement
"There are three principles of clinical teaching-think out loud,
stick to the basics, and be kind." Daniel Federman
As an instructor responsible for clinical education in both classroom and practice settings, it is my goal to facilitate the acquisition of knowledge and skills, and the maturation of personal attitudes and professional values in my students. Due in large measure to my observations of master educators, as well as in response to student input and in my own professional experience, I have become committed to a learner-centered teaching model that empowers students and encourages personal responsibility for learning. Learner-centered teaching draws on the previous clinical practice of students, while honoring their lived experience, challenging them to extend their understanding and appropriately use their selves and life experiences as they address the care needs of patients/clients. An essential element of this approach is fostering critical thinking skills. By valuing and modeling critical thinking, I equip students to become both capable and compassionate; capably discerning of the research and practice literature, and compassionate as they wrestle with the ethical and practical dimensions of health care.
It is my goal to create a learning atmosphere that is experiential and transformative. I expect students to come to class prepared by pre-class reading, and to be personally and professionally engaged in the context of the course content. To that end, I join them in “thinking out loud”; primary concepts are reviewed theoretically, as represented in evidence-based literature, and in clinical case scenarios. This approach requires the use of self on my part, and I am attentive to my role as clinician-scientist. In this capacity, I encourage creativity and reflection in students, teaching in a setting described by Whitehead (1929a) as a place where “ideas are being tested and thrown into fresh combinations.”
I use teaching methods to maximize experiential learning including, progressive case discussion, application of skills in role-play and team-collaborative projects, personal reflection and group dialogue, as well as a judicious use of technology such as video cases and threaded discussion. In my teaching, I “stick to the basics” by incorporating both essential core content and discipline specific content using ‘case exemplars’ to enrich clinical judgment, achieve competencies and deepen the essential values of compassion, integrity and respect for patients/clients in my students.
Creating the transformative learning experience requires careful attention to the teacher-student partnership. I believe the most effective clinical education is relational, and the teacher- as-role-model is essential in the transmission of knowledge, skills and values. As a teacher, I must be available, self-reflective, meticulous in my currency with the literature, aware of my personal limits and comfortable within my scope of practice. Moreover, as a teacher of social workers and other health professionals, I must, as Federman recommends, “be kind”. My teaching content is in gerontology, thanatology and end-of-life care--content areas with loss and suffering as prominent themes. As an educator, I am responsible for both content and process of learning, and must be respectful of the loss history, life experiences and values of my students, providing emotional guidance as well as information and knowledge. I am privileged to teach students in health professions outside of the social work discipline and take this opportunity as ambassador of the profession seriously, as I am often the first social worker my non-social work students are exposed to. I am particularly honored to teach graduate social work students, and strive to equip them to be life-long learners committed to exemplary clinical care of suffering persons.
Geriatric Care Management I: Clinical Issues
Clinical Issues provides an introduction and overview of the geriatric care management role in the context of interdisciplinary care. Building on the content in the prerequisite courses, Geriatric Care Management I: Clinical Issues presents the domains of care management: professionalism, comprehensive assessment, cooperation, coordination, and interdisciplinary collaboration, managing care for the end-of-life, comprehensive assessment of the client, family and support systems, and establishing, implementing monitoring, evaluating and documenting the plan of care.
PCTH 7434/SW 6622/Nurs 6564/ GERON 6564
Interdisciplinary Approaches-EOL/Palliative Care
An interdisciplinary course for students in Social Work, Nursing, Pharmacy & Gerontology addressing clinical evidence-based palliative care.
- Blacker, S., Jones, B. L., Head, B., Remke, S., and Supiano, K. P. (in press). Advancing hospice and palliative care social work leadership in interprofessional education. Journal of Social Work in End-of-Life and Palliative Care. 12 ,4, on-line release http://dx.doi.org/10.1080/15524256.2016.1247771. Paper published, 10/2016.
- Clayton, M. F., Supiano, K. P., Wilson, R. D., Lassche, M., Latendresse, G. (2016). Using simulation in nursing PhD education: facilitating application of responsible conduct of research principles. Journal of Professional Nursing. (online pre-publication release) Vol 0, No. 0 (June), 1–6 DOI: 10.1016/j.profnurs.2016.05.010 . Paper published, 06/2016.
- Montagnini, M., Clark, P.G., Dodd, M.A., Goodwin, C., Kaiser, R. M., Periyakoil, V. S., Ramsel, D., Sanchez-Reilly, S. E., Semla, T. P., Smith, H., Supiano, K., Tsukuda, R. A., & Zeiss, A. (2014). Position Statement on Interdisciplinary Team Training in Geriatrics: An Essential Component of Quality Healthcare for Older Adults. Paper published, 05/2014.
- Supiano, K. P. & Berry, P. H. (2013). Developing interdisciplinary skills and professional confidence in palliative care social work students. Journal of Social Work Education, 49 (3), 387-396. Paper published, 01/2013.
- Supiano, K. P. (2013). Weaving interdisciplinary and discipline-specific content into palliative care education: One successful model for teaching end-of-life care. Omega: The Journal of Death and Dying, 67 (1, 2), 201-206. Paper published, 01/2013.
- Supiano, K. P. (2012). Personal loss in health professions graduate students: Implications for clinical education in bereavement. Bereavement Care Journal, 31 (3), 104-108. Paper published, 01/2012.
- Supiano, K. P. & Vaughn-Cole, B. (2011). The impact of personal loss on the experience of health professions: Graduate students in end-of-Life and bereavement care. Death Studies, 35 (1), 73-89, doi: 10.1080/07481187.2010.507321. Paper published, 01/2011.
- Gerontology Interdisciplinary Program Master's Project and Master's Practicum courses. Project Lead: Kara Dassel. Collaborators: Kathie Supiano, Brenda Luther 7 TLT team. Teaching and Learning Technologies Grant 07/2015 - 12/2015.
- Asking the Right Questions Undergraduate Research Opportunities Program (UROP). Christina Triptow. 09/01/2015 - 07/01/2016
Academy of Health Science Educators-University of Utah (member) 2014
Highter Education Teaching Specialist Certification-University of Utah 2011
- Cynthia Beynon, Doctor of Philosophy (Ph.D.), expected graduation Spring 2020.
- Katarina Friberg Felsted, Doctor of Philosophy (Ph.D.), expected graduation Spring 2018. Project Type: Dissertation. Role: Chair.
- Djin Lai, Doctor of Philosophy (Ph.D.), expected graduation Spring 2018. Project Type: Dissertation. Role: Member.
- Joan Carpenter, Doctor of Philosophy (Ph.D.), graduated Spring 2016. Project Type: Dissertation. Role: Member.
- Nancy McGee, Master of Science (M.S.), graduated Spring 2016. Project Type: Project. Role: Chair.
- Yumei Li, Master of Science (M.S.), graduated Spring 2015. Project Type: Project. Role: Member.
- Sarah Scott, Master of Science (M.S.), graduated Spring 2015. Project Type: Project. Role: Chair.
- Galina Polei, Master of Science (M.S.), graduated Spring 2015. Project Type: Project. Role: Member.
- Pooi Cheong, Doctor of Nursing Practice (D.N.P.), graduated Spring 2014. Project Type: Project. Role: Member.
- Frederic Mugiraneza, Master of Science (M.S.), graduated Fall 2014. Project Type: Project. Role: Member.
- Sandra Jense, Doctor of Nursing Practice (D.N.P.), graduated Spring 2012. Project Type: Project. Role: Member.
- Caroline Keeny, Doctor of Nursing Practice (D.N.P.), graduated Spring 2011. Project Type: Project. Role: Member.
- Troy Andersen, Master of Arts (M.A.), graduated Spring 2010. Role: Member.
- Sara Wilson, Doctor of Medicine (M.D.), graduated Spring 2009. Project Type: Project.
- Anna Day, Master of Science (M.S.), graduated Spring 2009. Project Type: Project. Role: Member.