Practice Of Clinical Supervision Research Articles

Clinical supervision effectiveness in NHS nursing, medical and allied health professionals: Exploring interaction with workplace factors, supervision factors and burnout.

The study aimed to (1) determine if a variety of workplace and supervision factors predict clinical supervision effectiveness; and (2) establish if clinical supervision effectiveness predicts burnout, amongst a variety of mental health staff (medical, allied health, and nursing staff). The study adopted a multicentre cross-sectional online survey design. Participants included 204 mental health staff (89 allied health staff, 81 nursing staff, and 34 medical staff). The Manchester Clinical Supervision Scale (MCSS-26) was used to measure clinical supervision effectiveness, and the Maslach Burnout Inventory (MBI-HSS) was used to measure burnout. Linear regression analyses and multiple regression analyses were conducted. The main findings suggested that supervision frequency, supervision duration, choice of supervisor, workplace setting, and supervisee profession, were all significant predictors of clinical supervision effectiveness. Additionally, clinical supervision effectiveness was a significant negative predictor of burnout. Workplace and supervision factors should be considered in supervision practice across professional groups. Policies need to promote effective clinical supervision practice.

Supervision Impact on Rehabilitation Counselor Job Satisfaction and Intent-to-Quit

In the public vocational rehabilitation (VR) program, recruitment and retention of rehabilitation counselors remains a persistent concern that has broad implications for employee working conditions and the capacity to effectively serve individuals with disabilities. Rehabilitation counselor supervision models have commonly included clinical supervision, administrative supervision, and supervisory working alliance (SWA) variables, though there is limited empirical research exploring how these factors relate to counselor outcomes. A sample of 192 practicing rehabilitation counselors from state VR agencies were surveyed to investigate how these factors contribute to counselors’ job satisfaction and intent-to-quit. Results showed that clinical supervision practices contributed to higher job satisfaction and lower intent-to-quit, with evidence that this effect was mediated through the SWA. Administrative supervision was not a significant contributor to outcomes in multivariate models. Findings suggest that regular supervision sessions that incorporate clinical concerns and balance administrative demands may support counselor retention.

School heads’ clinical supervision practices in Tanzania: implications for teachers’ professional competency development

School heads’ clinical supervision practices in Tanzania: implications for teachers’ professional competency development

The establishment and value of peer group clinical supervision: A qualitative study of stakeholders' perspectives.

Explore perspectives of steering group members and external clinical supervision facilitators of developing and establishing peer group clinical supervision. The climate of healthcare is complex which can lead to staff burnout and challenges to practice. Clinical supervision is suggested as an approach to managing and leadership of such complexities. Qualitative descriptive. Focus group interviews with 19 members of the peer group clinical supervision steering groups and individual interviews with five external clinical supervision facilitators from the Western region of Ireland were conducted. Data analysis followed Elo and Kyngäs' content analysis method, involving preparation, organising and reporting, to extract meaning and identify patterns from the qualitative data collected. Developing peer group clinical supervision practice requires, clarity of purpose and function that address the pros and cons of clinical supervision. Organisational leadership is required to support and release staff for peer group clinical supervision and peer group clinical supervisors need to be credible and have a level of expertise in practice. When prepared and supported, the aspects of confidence, leadership, personal development and resilience develop. Peer group clinical supervisors need training and ongoing continual professional development for their role, scope of practice and responsibilities. Sustainability rests on staff awareness and familiarity with the purpose and format of peer group clinical supervision and the regularity of sessions. Peer group clinical supervision is a means of supporting improvement of patient care delivery while in parallel supporting personal and professional development of staff, building resilience in the workplace. This study explored the implementation of peer group clinical supervision for staff across nursing and midwifery disciplines. It found that implementing peer group clinical supervision had a positive impact on staff well-being and morality and on patient care delivery. These findings influence healthcare service providers in implementing peer group clinical supervision in a sustainable way enabling nurses to continue working in complex healthcare environments delivering safe person-centred care. The qualitative reporting guidelines Standards for Reporting Qualitative Research (SRQR) were followed. Patient/public involvement was addressed in this study by staff, managers, planners, directors, leaders and educationalists being involved at all stages of the study (concept, design, analysis and reporting).

Nurses’ and midwives’ experiences of clinical supervision in practice: a scoping review protocol

ObjectiveTo outline and examine what evidence exists related to nurses’ and midwives’ experiences of participating in clinical supervision.IntroductionThe practice of clinical supervision is increasingly prevalent in nursing and midwifery, yet...

Current Practices in Clinical Supervision in Primary Care.

The purpose of this study was to examine current clinical supervision practices within primary care settings. We used a descriptive survey design, which blends quantitative and qualitative data, and examined the current state of clinical supervision practices and approaches in primary care and the type of training the behavioral health consultants received to provide supervision to pre-licensure level behavioral health trainees. Ninety-four participants completed the survey in 2022. Seventy-one percent of respondents felt they had adequate training to be an effective integrated behavioral health (IBH) supervisor; however, most training came from sources, such as workshops, continuing education, or supervision of supervision. Further efforts to establish universal competencies and formal training programs are needed to meet the growing need for IBH services in primary care.

Measure for clinical supervision practices as factors of predictive indicators of teachers’ professional identity development in Tanzania

Developing teachers' professional identity is an ongoing process requiring multiple factors. However, the literature lacks a relationship between measures for clinical supervision practices and predictive indicators of teachers' professional identity development. Therefore, the study explored the opinions of school heads and teachers on measures for better school heads' clinical supervision practices and predictive indicators of teachers' professional identity development in Tanzania public secondary schools. A qualitative approach and multiple case research design governed the study in Njombe Region. Twelve informants participated in the semi-structured interviews and sixteen in focus group discussions. The analysis approach was content-structured analysis for the quantification of informants' responses. The study found major adjustments focused on pre-observation, classroom observation, and supervisory feedback. Clinical supervision adjustments in the mentioned dimensions are factors for developing predictive indicators of teachers' professional identity, such as loving the teaching profession, working for greater peace and freedom, feeling the teaching work is respected, and improving self-efficacy relative to teaching-learning efficiency. Minor adjustments were found in academic professional development for teachers and post-observation clinical supervision. Consequently, the development of predictive indicators of teachers' professional identity. Such as preserving professional skills and image and being prepared to have commitments to educating students. The study concludes that clinical supervision adjustments are indicators of teachers' professional identity development. The government is recommended to encourage clinical supervisory innovations to promote and enhance teacher professional identity development. Study findings provide a better understanding of a growing body of knowledge about improving clinical supervision practices to develop teachers’ professional identity.

Invitations to think and feel in forensic nursing; the role of clinical supervision and reflective practice

Providing nursing care to people who have experienced child sexual abuse, assault and rape is a highly specialised and psychologically demanding task. Necessarily much focus is on the technical aspects of the task of providing care to patients. The specialist administrative and nursing team in the Sexual Assault and Treatment Units (SATUs) in Ireland provide complex treatment to a particularly vulnerable group of people from various backgrounds in Irish Society. The service is open to all genders and gender identities, aged 14 and over. The care is free and it is a recognised safe place to go to if you have been raped or sexually assaulted. In the Department of Health’s Policy Review of the SATUs in Ireland they recognised the challenging nature of the work and recommended the provision of high quality emotional supports for all staff (core and on-call).
 This paper considers the provision of reflective practice to members of the SATU team, with a particular emphasis on their emotional and psychological experience at work. The introduction of reflective practice into a nursing setting will be discussed including opportunities and challenges that emerged, and how the service gained momentum over a year. The paper will reflect on one case example in the form of a supervisee/supervisor relationship in an effort to deepen and broaden our understanding of the need for professional spaces in which to consider ones experience at work.

Clinical Supervision of Medical Students in Primary Health Care Services: General Practitioners' Perspectives in Morocco.

Clinical supervision is crucial to establish a learning climate in which the supervisor guides the supervised. Clinical supervisors might have numerous barriers and motivations. Our study aimed to explore the clinical supervision practices among general practitioners and to describe their motivations, barriers, and needs. A qualitative study was conducted using purposive sampling which is a non-probabilistic sampling method. The population was the general practitioners who were working at the primary health care centers either in the public or the private sectors (N=16). Individual semi-structured interviews were conducted by two authors, using an interview guide. All interviews were recorded, transcribed, and coded. A thematic content analysis was done manually based on an inductive approach. Sixteen general practitioners participated. Three main themes emerged from the study: 1) General practitioners' practices in clinical supervision, 2) the enablers to adequate clinical supervision in general practice, and 3) the general practitioners' fundamental barriers and needs in clinical supervision. Despite their lack of clinical supervision training, they could describe the different clinical supervision steps without giving their exact names. We found that their teaching skills must be reinforced. General practitioners were mainly motivated by personal and professional interests as well as moral obligations. Numerous barriers and needs were identified at the organizational, relational, and financial levels. The principles barriers and needs were the lack of clinical supervision training, lack of equipment, and remuneration. The current study highlighted the motivations and challenges of general practitioners concerning clinical supervision. These results are helpful for all responsible institutions involved in clinical supervision and upcoming programs in Morocco.

Clinical Supervision in Improving the Quality of Nursing Care: Empowerment of Medical-Surgical Hospitalization Teams

Objective. To analyze the impact of clinical supervision on the improvement of positivity rates and quality indicators of nursing practice for medical-surgical patients in a private healthcare unit. Methodology. Prospective interventional cohort study with a quantitative approach, to study the effect of supervision on indicators and indices of quality of care. Materials and Method. A quantitative approach through an interventional prospective cohort study and simple random sampling. Results. Of the n = 764 records of audits conducted on the quality of nursing practice that were analyzed, there were higher scores and positivity indices in both services after the implementation of clinical supervision. Conclusion. The practice of clinical supervision allows for the strategic monitoring of teams according to the results of audits on nursing care practices, thus raising the indices of positivity and quality indicators of nursing care practices with a direct impact on the patient.

Nature and extent of disruptions to staff clinical supervision practices in health care settings due to COVID-19: A survey study.

To investigate the impact of the COVID-19 pandemic on clinical supervision practices of health care workers in health care settings in one Australian state. A bespoke survey was developed and administered online using Qualtrics™. The survey consisted of Likert scale and closed questions, with options for free text comments. Numerical data were analysed descriptively and using Chi-Square tests. Textual data were analysed through content analysis. Of the 178 survey respondents, 42% were from allied health disciplines, 39% from nursing and midwifery, and 19% from medicine. The type and mode (i.e., face-to-face, telesupervision) of clinical supervision prior to the pandemic and at the time of survey completion (i.e., July-August 2021) were similar. Eighteen percent of respondents had a change in supervision arrangements but only 5% had a change in supervisor. For the 37% who changed roles due to COVID-19, 81% felt their current supervisor was still able to support them, 69% were still having their supervisory needs met. Analyses of textual data resulted in the development of two categories: Supervision deteriorating, and some clinical supervision functions (i.e., formative and restorative) being more impacted than others (i.e., normative). There were substantial disruptions to several parameters of clinical supervision due to COVID-19, that may pose a threat to high quality supervision. Health care workers reported pandemic-induced stress and mental health challenges that were not always addressed by effective restorative supervision practices.

'What is it we are trying to achieve here'? Community maternal and child health nurses and clinical supervision: A qualitative descriptive study.

To explore clinical supervision practice by Victorian Maternal and Child Health nurses, identify the self-reported supervision needs of nurses and the facilitators and barriers to meeting those needs. Community-based Maternal and Child Health nurses have responsibilities for the safety and wellbeing of children and specific clinical support needs. Clinical supervision has the potential to support nurses' clinical practice and reflective skills; however, little is known internationally about child and family health nurses' supervision practices. Qualitative descriptive study. Twenty-three semi-structured interviews were conducted between October and December 2021 with nurses, managers and supervisors across metropolitan, regional/rural areas of Victoria, Australia. Inductive thematic analysis was applied to the data. The Consolidated Criteria for Reporting Qualitative Research guided this study. Three main themes, with subthemes were generated; 'Understand what we do', 'It's the gathering of the nurses' and 'Bringing a case'. A lack of agreed purpose, aims and varied understandings of clinical supervision contributed to suboptimal clinical supervision. Although participants agreed about the importance of clinical supervision, the perceived benefits were inconsistently realized. This study points to a need for greater organizational awareness of the conditions and leadership needed to build reflective skills and culture in community-based child and family nursing. The Consolidated Criteria for Reporting Qualitative Research has guided this study. There was no patient or public contribution in the conduct of this study. A stronger focus is needed to build reflective culture and skill in child and family nursing. Areas for improving child and family nurses' use of clinical supervision have been identified. This study can inform nurse education, policy and service leaders, to strengthen clinical supervision in child and family nursing contexts.

The reality of clinical supervision among educational supervisors and its relationship to the performance of teachers in the southern governorates of Palestine

The study aimed to get to know the fact that the honors are included in the honors, and his relationship with the knowledge of the teachers to the performance of the teachers. The researcher used the descriptive approach, and the questionnaire tool to collect data. The study population reached (11555) male and female teachers. The researcher took a simple random sample of (200) male and female teachers. To analyze the data, the researcher used the statistical analysis program (SPSS). and the study reached many results, the most important of which are: the field of teachers’ performance got a relative weight (85.581%) and ranked first, and the field of the supervisor’s practice of clinical supervision got a relative weight (77.256%) and ranked second. In light of the results, the study recommended increasing the development programs for teachers within the framework of professional growth for teachers, during and outside school hours through various activities. Training courses, workshops, and focus groups. Reducing the burden on educational supervisors by increasing their number; To give them an opportunity to communicate with teachers and help them solve the problems they face and promote them to excellence and creativity.

Clinical Supervision, Workplace Culture, and Therapeutic Engagements with Youth at Risk for Suicide

Clinical supervision practices and workplace cultures are highly influential in shaping the quality of care that clients at risk for suicide receive. The purpose of this qualitative study was to document counselors’ and supervisors’ views regarding the supervisory practices and conditions that enable useful and life-enhancing practices when working with youth who struggle with living. We conducted two, 1.5-hour focus groups with counselors who work with youth at risk for suicide in two separate clinical sites in British Columbia, representing the views of seven counselors. Two clinical supervisors who each supervise a small team of counselors were interviewed individually. Reflexive thematic analysis, informed by a constructionist lens was used to organize and interpret the qualitative data, with a strong emphasis on researcher subjectivity, reflexivity, and the contextual nature of meaning-making. Four themes were generated: being guided by a flexible framework; addressing anxiety in a systemic way; resourcing self and others; and expanding possibilities for engaging with complexity. We argue in favor of flexible, relational, and reflexive approaches to supervision, where the development of useful responses to suicidal behavior can best be understood as a shared, system-wide responsibility, which does not place the onus for “saving lives” onto the shoulders of individual counselors.

Knowledge mobilization in clinical supervision - an autoethnographic analysis of creating the clinical supervision connection podcast

ABSTRACT Clinical supervision (CS) is considered a crucial component in the development of health professionals and the delivery of effective services across disciplines and nationalities. However, collaboration efforts across disciplines and geographies remain limited. In the present autoethnographic study of developing the Clinical Supervision Connection podcast, the authors seek to elucidate ways to support connections across boundaries with the aim of mobilizing clinical supervision knowledge. Finding our cohesive identity, producing the podcast the labor, nurturing motivation, showing up, and finding our rhythm emerged as themes present in the collaborative processes which mirrors effective clinical supervision practice. Future directions for CS interdisciplinary and cross-national collaboration research are explored.

School heads’ clinical supervision practices and emerging teacher emotions in Tanzania secondary schools

The study was conducted in Tanzania using Njombe Region as a case study. The region is located in Southern Highlands; its land area is 21,299 Square kilometres, and its water area is 3695 Square kilometres. The government of Tanzania started to supervise secondary schools through a clinical supervision approach in 2008. The essence of employing a clinical supervision strategy is to enable teachers to develop fundamental shifts in how they view themselves as professionals in the teaching profession. This study was a mixed-methods and multiple cross-sectional case research design. Ninety-four participants filled in the questionnaires, and twenty-eight participated in the semi-structured interviews and FGDs. The SPSS version 25 supported the analysis of quantitative data, while qualitative data, on the other hand, were analysed through content analysis. The study found that effective communication and cooperation were positive factors influencing effective clinical supervision in schools. Consequently, teachers developed positive teaching emotions. The study found that textual teaching and learning materials, teaching workload and schools’ infrastructure were negative factors for clinical supervision practices. As a result, teachers developed negative teaching emotions. The study concludes that effective communication and teachers’ necessary supervisory cooperation significantly strengthened school heads’ clinical supervision practices, and the shortage of textbooks, teachers’ heavy workload, and a severe shortage of teachers' houses weakened it. Positive teachers’ emotions among teachers emerged as a result of the appropriate clinical undertaking. Negative teachers' emotions emerged from improper clinical supervision practices. The government is recommended to improve clinical supervision by supplying teaching and learning resources, balancing the class size and designing teachers’ housing services schemes. This article offers a practical understanding of factors that hinder and reinforce clinical supervision practices in Tanzania. A new insight brought by this article to the international communities, particularly Sub-Saharan countries, including the effects of clinical supervision on emerging teachers’ emotions. Future researchers are encouraged to design developmental research studies that construct standards framework for clinical supervision practices in the context of lower secondary schools. Educationalists are encouraged to set strategies and implement them by mitigating heavy teaching workload, inadequate physical infrastructure and shortage of textual teaching and learning materials.

FROM PSYCHOLOGICAL ASSESSMENT TO INTERVENTION IN DIGITAL ENVIRONMENT

Covid- pandemics exerted limitations and fostered developments in clinical psychology assessment, intervention, education and supervision practices. The hard-to-reach professional services are becoming more available, new technological solutions are offered for both assessment and therapeutic techniques, communication between different parties is facilitated and, while disembodied, the Internet-assisted interaction must be thought as an ecologically valid one in contemporary world. We propose a term “telepathopsychology” for a discipline that designates both the clinical and abnormal psychology practices in virtual format and the scientifi c study of risks for health inherent to the usage of digital technologies. The practice of Internet-assisted clinical psychological assessment can be conceptualized using the metaphor of dramatic action to underline some particularities that distinguish it from ordinary assessment. The construct of “performance” points to the role-taking aspect inherent in any virtual behavior and importance of the process of mutual creation of the images of both the psychologist and the client. The idea of “curtains” indicates the limitation of space and a special focus that leaves important circumstances “behind the stage”, including people that can perform as prompters or audience. “Stage direction” involves idea and “liberal theatre” with possibilities for rule-breaking, role-reversals and enjoyment of omnipotence, in example via cheating on psychologist and of Internet being a “deviant place”. Finally, metaphor singles out the need for creativity and openness to experience required from both psychologist and the client. For both assessment and psychotherapy intervention in the digital format does not present critical technical diffi culties and opens opportunities to develop a more contemporary, open, non-expert, participatory and help-oriented approach, particularly when working with children.

Evaluation of the Contribution of the Clinical Supervision Model to the Professional Development of a Science Teacher Candidate by the Three-Way Conferences

The aim of this research is to evaluate the contribution of the feedback given based on Clinical Supervision Model to the professional development of a science teacher candidate. In the study, feedback was given to the science teacher candidate throughout the academic year within the framework of Clinical Supervision Practices. The candidate gave lectures 3 times during a semester at the practice school. The lessons were observed by the stakeholders and feedback was given on the student’s performance in the three-way conferences held afterwards. In the study, “case study”, one of the qualitative research methods, was used. Audio recordings taken from three-way conferences were used as data collection tool. Content analysis of the collected data was made. In this context, codes were created from the transcript of the data obtained from the audio recordings, the codes were arranged and interpreted within the framework of common themes. In the study, it was concluded that Clinical Supervision practices contributed to the professional development of science teacher candidates in attracting students’ attention to science lessons, teaching science concepts and classroom management.

A rapid review of the impact of COVID-19 on clinical supervision practices of healthcare workers and students in healthcare settings.

AimsTo synthesize available data on the impact of the COVID‐19 pandemic on clinical supervision practices of healthcare workers and students in healthcare settings.DesignA quantitative rapid review of the literature.Data SourcesA search of MEDLINE, Embase, PsycINFO, the Cochrane Library and Scopus for English language papers published between December 2019 (initial onset of the pandemic) to March 2021.Review methodsUsing the World Health Organization and Cochrane guidelines for rapid reviews, following an identification of relevant papers and data extraction, a narrative synthesis approach was used to develop themes.ResultsEight studies met the inclusion criteria. Four themes identified from data synthesis were nature and extent of disruptions to clinical supervision, unmet need for psychological support, supervisors also need support and unpacking telesupervision. Findings highlight the extent and nature of disruption to clinical supervision at the point of care. Further information on factors that facilitate high‐quality telesupervision have come to light.ConclusionThe COVID‐19 pandemic has placed tremendous burden on healthcare workers compromising their own health and well‐being. It is essential to restore effective clinical supervision practices at the point of care, so as to enhance patient, healthcare worker and organizational outcomes into the post‐COVID‐19 pandemic period.ImpactThis review has provided initial evidence on the adverse impacts of the COVID‐19 pandemic on clinical supervision of healthcare workers and students at the point of care. Available evidence indicates the urgent need to restore effective and high‐quality clinical supervision practices in health settings. The review has highlighted a paucity of studies in this area, calling for further high‐quality studies.

Rebooting effective clinical supervision practices to support healthcare workers through and following the COVID-19 pandemic.

The importance of clinical supervision, a professional support and clinical governance mechanism, to patients, healthcare workers and organizations has been well documented. Clinical supervision has been shown to support healthcare workers during challenging times, by reducing burnout, enhancing mental health and wellbeing at work, and improving job satisfaction. However, clinical supervision participation and effectiveness are pre-requisites for realising these benefits. During times of stress and increased workloads (e.g. during the Coronavirus pandemic), healthcare workers tend to prioritise clinical duties and responsibilities over clinical supervision. Effective supervision practices can be restored, and healthcare workers can be better supported in their roles during and in the post-pandemic period only if healthcare workers, policy makers, healthcare organizations, clinical supervision trainers and researchers join forces. This paper sheds light on this important topic and offers a number of practical recommendations to reboot effective clinical supervision practices at the point of care.