Supervision Courses Research Articles

Simulation as a method in a supervision course, experiences of midwives and specialist nurses: A qualitative study

AimTo explore supervisors’ experience of simulation in a student supervision course BackgroundThe relationship between student and supervisor is crucial for the students’ learning and quality of education. The supervisors have an important role in facilitating a good start and the best learning opportunities for students in clinical placement. Supervision can be demanding and there is a need to strengthen supervisors in their role. An interprofessional supervision course was designed, using simulation as a method. Simulation is frequently used for acute situations to improve patient safety but is less common in student supervision. In our supervision course, simulation was introduced in the digital component and practiced in the physical component. The 4–6 members of the interprofessional simulation groups were assigned roles as either participants or active observers. They were guided by a facilitator, who constructed student-supervisor scenarios, allocated roles and facilitated reflection. DesignA qualitative, explorative design involving focus groups and written reflections. MethodsTwo focus groups (n=9) were conducted following a pilot course in addition to written reflections (n= 80) after four courses. After revising the course and the interview guide, two additional focus groups (n =10) were held and a further 43 written reflections received. The empirical data were analyzed using thematic analysis by Braun and Clarke. ResultsThe three themes.1. Interprofessional simulation provides a wider perspective on the student- supervisor relationship.The participants experienced being active in different roles, followed by subsequent joint reflection. They expressed increased relational understanding as well as the importance of verbal and nonverbal communication in supervision through learning from other interprofessional supervisors.2. Simulation provides realism by entering into the situation. Simulation fostered activation of the senses that improved the supervisor’s ability to be attentive to the student’s needs.3.Challenging to simulate the role of supervisor. Most participants were willing to force themselves out of their comfort zone to learn. However, quite a few felt uncomfortable participating in simulation on communication and preferred observing others. ConclusionThe participants experienced simulation as valuable for strengthening their awareness of their ability to influence students’ learning and relational understanding. The results showed the value of reflective observation in addition to participating in simulation. Simulation might contribute to improved supervision, although different experiences that inhibit learning outcomes must be acknowledged.

Behind the scenes of doctoral success: a mixed methods approach to exploring PhD supervision courses in Swedish higher education institutions

ABSTRACT Doctoral education is a critical mission of higher education institutions (HEIs), and supervisors of PhD students have a prominent role in the process. The relevance of their role in a successful PhD experience and outcome raises an important question: how are PhD supervisors trained for their roles in the doctoral education process? In this work, we aimed to identify the formal training components in the syllabi of PhD supervision courses in Swedish HEIs. Accordingly, we used a mixed methods approach to thematic analysis to uncover themes in the publicly available syllabi of PhD supervisor courses followed by a quantification of the themes’ appearance per syllabi. Swedish higher education constitutes an ideal context for this study as most universities in Sweden require their faculty members to undertake a supervisory course before starting their supervisory activities. Our analysis showed that reflective practices, inclusive supervision, and the formal guidelines and processes of doctoral education were among the preeminent themes in PhD supervision courses. In conclusion, this study reveals the critical elements of PhD supervision courses in the Swedish HEI context and contributes to knowledge about the formal training of PhD supervisors by universities; therefore, it can potentially inform changes in the frameworks and practical design of such courses worldwide.

Value of a blended learning supervision course at the advanced level: Supervisors’ experiences

Aim: To explore what experiences specialist nurses and midwives have with a blended learning course (digital course component one and physical course component two) to develop their supervisory competence. Methods: A qualitative descriptive design with two focus group interviews (n=9) and written reflections from participants (n=70) from five courses conducted in 2021 and 2022. Findings: Thematic analysis revealed two main themes: 1) The value of blended learning in a clinical supervision course and 2) Areas for improvement. Participants experienced a profound learning outcome through the acquisition of theoretical knowledge digitally during part one of the course, followed by in-person engagement in simulation-based learning activities in part two. Specifically, the participants gained a heightened awareness of the complexity of supervision and increased confidence in using communication tools through simulation. The challenges faced in the digital part of the course highlighted the need for technical improvements, emphasizing the importance of improving flexibility and development of an application for easy access to learning resources. Conclusion: The findings indicate that the blended learning approach enhanced supervision competence. The online component facilitated a more profound learning experience in the in-person simulation-based course. Recommendations for improvement centered on simplifying content and introducing greater flexibility and accessibility in the digital part of the course.

Exploring contracts and contracting within supervisor training

This article explores how to foster contracting as a process in supervision. It evaluates the teaching of contracting within a four-day supervision course at the University of Birmingham delivered over the last six years to 63 qualified Educational Psychologists. Two methods were used: a survey generating 20 responses and a focus group comprised of five participants, who elaborated on the results of the survey. The survey indicated a growth in confidence and knowledge about contracting. Helpful activities highlighted included modelling the use of a contract within the training, sharing examples of contracts and transcultural supervision activities. However, there was hesitation about the use of formal contracts to support the working relationship between supervisor and supervisee, indicating a need to support understanding of contracting as a process which enables and supports the supervisory alliance. As a result, the discussion introduces a model bringing three elements of contracting together, namely the formal contract, transcultural supervision activities and mini-contracting within sessions, as a process, with the outcome of promoting a strong supervisory alliance. The limitations to the research include the course being evaluated by those facilitating it and the limited number of respondents. The conclusions highlight the importance of being clearer about the elements of the contracting process and the need for an explicit link from the process of contracting to the quality of the supervisory relationship.

Police Supervision — The Case of Kosovo

Background: The development of social relations in the democratic state of Kosovo necessitates quality regulation by the police. Therefore, the question of developing and implementing the police supervision system in Kosovo is relevant. Objectives: This research aims to explore the principles underlying the monitoring of police officers in Kosovo, to describe the historical development of the Kosovo police and to charac- terise the prerequisites for the development of police oversight. Furthermore, it aims to draw a comparative analysis between the experiences of Kosovo and the United States in the context of monitoring police performance. Methods: The research uses methods of analysis (to explore the Kosovo police as a law enforce- ment agency), synthesis (to explore the stages of policy development), comparison (to explore the similarities and differences between the activities), generalisation (to describe the effectiveness of different supervisory institutions), and formal legal analysis (to study the content of the main regulations governing activities). Results and Conclusions: The research has established that in Kosovo, such a body is represented in the context of the Police Inspectorate. The research highlighted the main areas of activity of internal and external oversight mechanisms designed to combat unethical and illegal behaviour of police officers. It examined the main regulations that establish the rights and obligations of Kosovo Police officers and inspectors and proved that the control mechanisms complement each other in the course of police supervision. In addition, the research examined the experience of police oversight in the United States. The research has established that to increase the effectiveness of monitoring police activities, it is necessary to involve public representatives. It was found that the police system consists of an internal and external mechanism that allows for covering vari- ous areas of police activity and timely detection of violations in them. Also, within the internal control, there are special departments that are part of the police system. The research findings should be used to prepare reforms and strategies to improve police performance.

Implementing of Field Study Learning Methods in Educational Supervision Course

Implementing of Field Study Learning Methods in Educational Supervision Course

Doctoral supervision as and for praxis

In this paper, the author revisits empirical material generated in her PhD research in light of (a) her recent experiences and conversations as course coordinator of the supervision course at the centre of the Special Issue, and (b) current supervision practice. Part of her PhD research included examination of her own supervisors’ pedagogical praxis while they were supervising her doctorate. This examination occurred, rather uniquely, in dialogue with her supervisors in supervision meetings and interviews, and also through analysis of reflective notes made about her experiences of being supervised during the PhD. At the end of the paper, the author relates the findings of her retrospective analysis to her own being, becoming, and praxis as a supervisor and academic developer involved with the professional learning of supervisors. The discussion builds on current doctoral education and higher education praxis literature by highlighting, among other things, the role of supervision experiences—as both supervisor and supervisee—in supervisor becoming, and how, supervision practice as praxis can be both enacted and nurtured within a supervision team.

Cross-disciplinary structured peer group supervision: school psychology and behavior analysis

ABSTRACT This paper describes the application of structured peer group supervision (SPGS) to support trainees in two distinct but interrelated professional training programs (i.e., school psychology and behavior analysis [online]) implemented within parallel supervision courses at the same university. SPGS was implemented virtually and synchronously and included members from both disciplines. Attention is given to the importance of supervision in school psychology and behavior analysis training and practice. The potential role of SPGS in supervision training is considered. Lessons learned from this cross-disciplinary collaboration are highlighted to enhance potential transferability for those wishing to similarly incorporate SPGS into supervision training.

Transporting attachment and biobehavioral catch‐up to Norwegian child welfare services: A feasibility study

AbstractTransportation of evidence‐based programs (EBPs) to a new cultural setting is often preferred over the comprehensive process of developing a new program. Intervention fidelity has been suggested as a predictor of successful transportation. The present study examined whether fidelity and parent behavior improved when implementing the U.S.‐developed Attachment and Biobehavioral Catch‐up (ABC) intervention in Norwegian child welfare services (CWS). 11 child welfare workers received training and supervision to become ABC parent coaches. Fidelity was assessed through video‐recordings of parent coaches' in vivo feedback at each home‐visit session. Parent sensitive behavior was assessed using video‐recordings of parent–child interactions, recorded before each ABC session. Mixed effects modeling showed that ABC fidelity increased over the course of training and supervision. Furthermore, parent behavior improved over the course of families' exposure to the intervention. These demonstrate that an EBP transported to a novel cultural setting can obtain promising levels of fidelity and intervention outcomes.

Online Learning: Problems Experienced by Students in Educational Supervision Courses

This study aimed to describe some of the problems students face in online learning in educational supervision courses in the Kerinci Regency. This type of research is classified as a qualitative research type. This study enrolled four fifth semester students, two from class B and two from class D. The data collection techniques used in this study were observation and interviewing. The techniques used in data analysis include data collection, data reduction, presentation and conclusion. Credibility, dependability, and confirmability tests can be used to determine validity. The research phase entails the following activities: theme selection, literature review, formulation of the research objective and difficulty, data collection, data refinement, data processing, data analysis, theoretical dialogue, triangulation of findings, and research conclusions. The research findings indicate that: (1) the internet network is frequently disrupted, resulting in material explained by lecturers via zoom meetings not sounding clear and being misunderstood by students; (2) some students lack access to learning tools such as laptops and androids, which slightly impede the lecture process and group discussions during zoom meetings; and (3) the level of seriousness and activeness of students in participating in online lectures through zoom meetings is still not good.

Developing Learning Based on Learning Management System in Administration and Education Supervision Courses

This study aims to describe and test the product of learning development based on a Learning Management System (LMS). LMS is a solution to dealing with technological advances while still considering the rules contained in the learning process. LMS also can minimize the effects of time and distance that always appear in knowledge acquisition. This study uses the type of Research and Development (R&D) with the Borg and Gall model. In this study, the administrative and educational supervision courses were used as one of the first trials in implementing the LMS. Administration and academic supervision courses have been applied to all universities in Indonesia, one of which is UNISDA Lamongan. The results showed that there was a difference in better management when compared to before using the LMS. This research has implications for the importance of educators in designing their learning to achieve the goals that have been set.

Wellness and Professional Quality of Life in Counselor-in-Training Interns: Assessment of Wellness and Non-Wellness-Infused Supervision

Introduction: Counselors-in-training (CITs) commonly encounter issues of burnout, compassion fatigue, and/or vicarious traumatization due to the nature of their jobs in the helping profession. Wellness infused supervision may help CITs foster personal wellness and mitigate deleterious effects of helping. This investigation examined connections related to counselor-in-training wellness and professional quality of life during an internship-level supervision course across a wellness and control section. Methods: A quasi-experimental design was piloted, comparing a wellness-focused supervision internship section with a non-wellness control group supervision internship section during one academic semester. Participants included 15 clinical mental health CITs (9 experimental; 6 control), who were randomly assigned into the wellness or control internship section. Internship classes consisted of two-hour meetings across a 16 week semester, with participants working towards 300 clock hours of experience. All participants who were offered inclusion into internship accepted, and were randomly assigned into the wellness-infused or control internship sections, which took place within a large, Council for Accreditation in Counseling and Related Educational Program (CACREP) accredited program. Results: Results indicated decreased wellness scores in both internship sections from pre-to-post assessment, no differences between wellness-based internship and the control group in wellness or professional quality of life, and an increase in compassion satisfaction in the wellness-based internship group. Conclusion: Although counselors are vulnerable to compromised wellness due to the nature of their work, training CITs to work from a wellness paradigm in their personal and professional lives may facilitate well-being, and mitigate the effects of burnout and fatigue. Results from this study shed light on how CITs are viewing their personal wellness and how supervisors can utilize assessments to facilitate reflective conversations with supervisees about their wellness and quality of life.

SOCIAL WORKERS’ ACHIEVEMENT MOTIVATION IN THE CONTEXT OF SOCIO-DEMOGRAPHIC CHARACTERISTICS

The primary research objective was to diagnose the level of the achievement motivation in the context of such variables as: age, place of origin and residence, marital status, seniority and education. The survey of a group of 103 social workers was based on Maria Widerszal-Bazyl questionnaire designed to measure the achievement motivation. The statistical analysis has allowed to draw the following conclusions. There are differences in the levels of achievement motivation between respondents with secondary and higher education. The differences have also been seen in the level of achievement motivation, although only in terms of certain indicators, between people in a relationship and singles, not only older and younger but also those with shorter and longer periods of employment at their current workplaces. People over 35 years of age were more persistent in their actions and more motivated in planning the future than the younger ones. Employees with the least seniority also perceived the value of time better and were characterized by a lower level of conformism than those employed for more than 15 years. In turn, those in a relationship had a higher level of aspirations, better planned the future (taking into account the time perspective) and appreciated the value of time more than employees without life partners. The results of the research can be used both for the selection of social workers and as a guidance in development of their psychological potential e.g. in the course of supervision.

Learning strategies of general practitioners striving to achieve point-of-care ultrasound competence: a qualitative study

Background Point-of-care ultrasonography (POCUS) is increasingly used in general practice despite the lack of official educational programmes or guidelines for general practitioners (GPs). Aim To explore how GPs have learnt to use POCUS and which barriers they have encountered in their learning process. Design and setting Qualitative study conducted in office-based general practice in Denmark. Methods Semi-structured interviews were conducted with 13 GPs who had implemented POCUS without supporting guidelines or regulations. Analysis was carried out using systematic text condensation. The interview data for this study were collected along with data used in a previous study. Results The participating GPs described having composed their own ultrasound education following a continuous learning process. Basic POCUS competences were achieved through formalized training sessions at hospital departments or courses. The GPs further developed and expanded their scanning skills through additional courses and continuous self-study practice on patients often while consulting internet sources, textbooks or colleagues. Lack of available ultrasound courses, supervision, and clinical guidelines together with time constraints and financial aspects were mentioned as barriers to their ultrasound training. Conclusion This study showed how GPs had composed their own ultrasound education individually and differently, guided by their own experiences and beliefs about good clinical practice. Formalized ultrasound training was considered a prerequisite for achieving basic ultrasound competences while continuous practice was considered paramount to develop and maintain scanning skills. There were several obstacles to overcome in the learning process including lack of supervision, guidance, and opportunity for practicing skills. Key points Little is known about the educational needs of general practitioners striving to achieve ultrasound competences. General practitioners described using formalized training to achieve basic scanning competences and continuous self-study and practice to further develop their skills. Lack of time, supervision, clinical guidelines and ultrasound courses were considered barriers in the learning process together with financial aspects.

Супервизия как элемент трансляции рефлексивно–деятельностного подхода к оказанию консультативной психолого–педагогической помощи в преодолении учебных трудностей

<p>The problem of transmitting of technologies of psychological and pedagogical counseling of students on overcoming learning difficulties by means of a reflective–activity approach (RAA) is posed. The limited possibilities of teaching student counselors on the basis of learning situations are discussed. The method of transmitting the principles and technologies of counselling by means of RAA through the organization of supervisory and intervisor groups is considered. A reflective analysis of two options for constructing supervisory support for student counsellors mastering RAA is given. When comparing them, conclusions are drawn about the general logical sequence of passing through the key moments of mastering the RAA in the course of supervision, as well as about the main feature of the supervisory process. In the course of supervision, helping student counsellors to overcome their difficulties in mastering the approach is built on the same principles of RAA as their assistance to school students in overcoming learning difficulties. Thus, students get a double experience of helping with RAA, available for reflection: the experience of providing such assistance, and the experience of receiving such assistance.</p>

Edukacija mentora i kvalitet doktorskih studija - trenutno stanje i budući izazovi

Supervision is a specific relationship, where an experienced senior researcher provides guidance, support, and advice to navigate a junior colleague through the barriers to becoming an independent researcher. While supervision is clearly a rewarding duty, it is also associated with a number of challenges. It is clear that supervision involves many responsibilities, which means that the supervisor needs to possess a certain set of skills. While many of these skills are learned in the direct interaction with PhD candidates, it would be beneficial if a more formal and structured training was offered to supervisors, especially at the beginning of their supervision careers, so as to avoid frequent mistakes in the supervisor-PhD candidate relationship. Hence, the idea is to shift from experience-based supervision to professionalization, believing that such an approach would reduce the risk of poor supervision. At present, many universities offer formal education of supervisors. The practice of organized education of supervisors at University of Belgrade Faculty of Medicine started in 2019 with the aim of preparing future supervisors to establish productive and responsive relationships with PhD candidates. After a break due to the COVID-19 pandemic, a revised supervision course was organized in 2022. The survey conducted among the attendees of the two organized courses supported the need for better education of university teachers in terms of supervision skills and leading of PhD candidates. Indeed, considering the fact that PhD outcomes are largely dependent on the supervisor and the successful supervisor-PhD candidate relationship, supporting supervision through formal training and education may be an important step in improving PhD experience and outcomes for both supervisors and PhD candidates.

Прогнозирование периодичности планово-предупредительного обслуживания систем противопожарной защиты по результатам параметрического контроля

Purpose. The article provides solution to an important, but not yet completely studied problem of forecasting frequency for routine and preventative maintenance of facilities’ fire protection systems according to the results of their parametric control. Excessively frequent and prolonged implementation of preventive measures for such systems requires making them inoperative for the duration of the inspection, which increases risks of fire occurrence and spread at protected facilities. Therefore, in the course of fire supervision it is important to identify inconsistency in preventive measures timing in fire protection systems with their current and predicted condition. The obtained solution to the problem is the basis for the proposed methodology, which can be used as a practical tool for making up and revising calendar plans for routine and preventative maintenance of fire protection systems. Methods. The research methods are based on the queuing theory and its application to the problems of researching reliability for managing the processes of facilities fire protection. To obtain analytical dependences of facilities inspection terms by fire supervision services on the technical condition of their fire protection systems, multivariate statistical analysis methods and assessment of block regression models with matrix coefficients were used. Findings. Analytical dependences on time of condition probability of fire protection systems for a various number of influencing parameters are obtained. Using dependencies, preventative maintenance time for supporting safe systems functioning with specified probability is calculated. To overcome computational difficulties in local prediction of fire protection systems condition, the proposed block representation of operator equations Y (p) = A (p) X (p) – images of Erlang differential equations by a three-component model – is used. Research application field. The obtained solution to the problem is the basis of the proposed methodology, which can be used as a practical tool for making up and revising calendar plans for maintaining fire protection systems. Conclusions. The solution to the current problem of substantiating plans for maintaining fire protection systems is given. The proposed solution is illustrated with specific examples, graphs and tables. Using the obtained solution the methodology that can be used as a practical tool for making up and revising calendar plans for maintaining fire protection systems has been developed.

Building bridges: Contextualising a counselling supervision course in Nepal and its potential impact on international practice

AbstractIn Nepal, supervised counselling practice is relatively new. Supervision training is minimal. The researcher was invited to teach the first master's‐level supervision course in the country. She was aware of how easily Western concepts are unquestioningly taught and accepted. She wanted to learn what was involved in producing a course that was contextually appropriate. Using action research methodology, she employed a dialogical approach to her teaching and learning. A thematic analysis of data from a focus group discussion led to recommendations for policy change in Nepal and implications for international practice. The researcher found that students were disempowered by the inappropriately hierarchical supervision they currently received and also by so much Western study material. The participants recognised a surprising amount of power in the concept of a contextualised supervision course. As well as giving them worth and identity, the students believed it could enable them to uphold ethical counselling standards in the absence of a professional body in Nepal. Cultural strengths and challenges in the context of counselling supervision were also identified. Although the contextualisation process was more complex than expected, it also produced more sense of ownership. Some of the students wanted to continue to develop and help teach the course in the future. Data from the reflective research journal and further discussion identified key issues for the process of contextualisation of supervision practice and teaching. They describe one way of ‘building bridges’.

Arts-based supervision training for creative arts therapists: Perceptions and implications

Supervision is a critical component of quality clinical practice and training. This article describes an arts-based supervision course, and reports the results of a mixed method study on 78 practicing creative arts therapists composed of former students (n = 56) and current students (n = 22). Quantitative analysis of the pre-test to post-test changes indicated that the current students became more comfortable using creative techniques in their own practice as supervisors, and that both samples viewed the arts-based supervision course as having made a contribution to their professional identity. The qualitative results for the current students yielded four themes: the contribution of the arts-based process, personal development, the importance of the group and participants’ recommendations. The discussion centers on the value of creative artistic methods in supervision. These methods contribute to a more in-depth understanding and exploration of supervisory themes such as the clinical process, the therapeutic and supervisory relationships, and the connection to the profession in ways that enhance professional identity.

Social Workers’ Challenges in Transitioning from Frontline to Supervisory Role

ABSTRACT This study examines the process of shifting from being a frontline worker to performing a supervisory role, focusing on the challenges faced by new supervisors during this transition. Semi-structured interviews were conducted with 24 supervisors from different practice settings in a large southern city in the US. The phenomenological method was employed in the data analysis. The findings indicate that the most significant challenges included peer-to-supervisor transition, an overwhelming workload, unclear role expectations, and managing seasoned staff. This study recommends further research, leadership training, and more social work supervision courses.