Evidence-based Supervision Research Articles

Evidence-Based Supervision and the Teachers' Instructional Performance Processed Through Pre-Post Observation Conference

Evidence-Based Supervision and the Teachers' Instructional Performance Processed Through Pre-Post Observation Conference

Impact of Using Natural Herbal Materials for Acupoint Application Combined with an Evidence-Based Supervision Method on Improving Renal Function and Lifestyle Treatment in Hemodialysis Patients

Natural herbal materials are commonly derived from plants, minerals, and animals, and compared to synthetic drugs, are closer to natural resources. Here, we analyzed the impact of using evidence-based supervision in combination with natural herbal materials for acupoint application on renal function and lifestyle treatment in hemodialysis patients, with the aim to provide evidence for clinical practice. We selected 80 patients who underwent hemodialysis treatment in our hospital between September 2021 and December 2022 as the research subjects. All of the research subjects were randomly divided into observation and control groups, with 40 cases in each group. The control group received conventional nursing interventions, while the observation group received interventions using acupuncture point application of natural Traditional Chinese medicine herbal materials combined with evidence-based supervision. The main endpoints were to compare the nursing intervention effects between the two groups, including patients’ renal function indicators and quality of life. The natural Chinese medicinal herb Atractylodes macrocephala contains eucalyptol-type sesquiterpene lactones, which exhibit various activities, especially in anti-inflammatory aspects, with a definite effect on the prevention and treatment of renal fibrosis in hemodialysis patients. Clinical studies have shown that the levels of serum creatinine (SCr) and blood urea nitrogen (BUN) in the observation group were lower than those in the control group, while the GQOLI-74 scores of the observation group were higher than those of the control group (all P >0.05). Natural Chinese medicines are natural biobased materials that are often described as compound drugs in practical clinical applications, containing multiple components that can work synergistically to produce comprehensive therapeutic effects. Among them, Atractylodes macrocephala has a definite effect on the prevention and treatment of renal fibrosis in hemodialysis patients. The use of natural Chinese medicinal materials in acupoint application combined with evidence-based supervisory methods has shown precise clinical effects in hemodialysis patients, not only by improving renal function but also significantly enhancing their quality of life.

Assessing Readiness for Change of Juvenile Probation Policies and Practices: A Factor Analysis of the Probation Officer Attitudes, Beliefs, and Behavior (POABB) Scale.

As juvenile probation undergoes nationwide reform to better align with research on adolescent development, it is critical to understand probation officers' knowledge, attitudes, and beliefs about corresponding changes to supervisory practices within juvenile probation departments. The Probation Officer Attitudes, Beliefs, and Behaviors (POABB) Scale was designed for use with juvenile probation officers (JPOs) undergoing training in a specific evidence-based supervision strategy (i.e., Graduated Response) to assess staff's knowledge and beliefs about Graduated Response's practices and intended supervisory behaviors. To provide foundational empirical support for the novel scale, the current study examined the factor structure of this self-report measure using POABB data from 351 juvenile probation staff across three mid-Atlantic states. An exploratory factor analysis revealed that a five-factor structure within the POABB provided the best fit and, overall, the POABB had good internal reliability (ɑ = 0.84). Importantly, the five-factor structure suggests a key difference between knowledge of Graduated Response components and attitudes toward using those components in everyday practice. Results suggest that use of the POABB can provide probation departments with information about specific attitudes and overall willingness to implement specific supervision practices as well as offer targeted areas for additional training to support developmentally appropriate probation transformations.

Supporting conscious competency: Validation of the Generic Supervision Assessment Tool (GSAT).

Clinical supervision is essential for ensuring effective service delivery. International imperatives to demonstrate professional competence has increased attention on the role of supervision in enhancing client outcomes. Although supervisor competency tools are recognised as important components in effective supervision, there remains a shortage of tools that are evidenced-based, applicable across workforces and freely accessible. An expert multidisciplinary group developed the Generic Supervision Assessment Tool (GSAT) to assess supervisor competencies across a range of professions. Initially the GSAT consisted of 32 items responded to by either a supervisor (GSAT-SR) or supervisee (GSAT-SE). The current study, using surveys, employed a cross-sectional design to test the reliability and construct validity of the GSAT. The study consisted of two phases and included 12 professional groups across Australasia. In 2018, exploratory factor analysis (EFA) was undertaken with survey data from 479 supervisors and 447 supervisees. In 2019 survey data from 182 supervisors and 186 supervisees were used to conduct confirmatory factor analysis (CFA). The results were used to refine and validate the GSAT. The final GSAT-SR has four factors with 26 competency items. The final GSAT-SE has two factors with 21 competency items. The EFA and CFA confirmed that the GSAT-SR and the GSAT-SE are psychometrically valid tools that supervisors and supervisees can utilise to assess competencies. As a non-discipline specific supervision tool, the GSAT is a validated, freely available tool for benchmarking the competencies of clinical supervisors across professions, potentially optimising supervisory evaluation processes and strengthening supervision effectiveness. Supervisor competency tools are recognised as important components of safe and effective supervision provision yet there is a dearth of valid, reliable and effective measures. The Generic Supervision Assessment Tool (GSAT-SR and GSAT-SE) are unique psychometrically valid, and reliable measures of supervisor competence. The GSAT-SR and the GSAT-SE can enhance translation of evidence-based supervision competency skills into regular practice. Validated with a broad cross section of professionals in diverse practice settings the GSAT provides a comprehensive conceptualization of supervisor competence.

What Makes or Breaks Evidence-Based Supervision? Staff and Organizational Predictors of Evidence-Based Practice in Probation.

Research on staff and organizational factors that affect receptivity, adoption, feasibility, and utilization of innovations in justice settings is limited. This study uses survey data from 349 employees in one probation agency to assess how staff and perceived organizational factors influence attitudes related to evidence-based practices (EBPs) and their self-reported use. Staff characteristics, including education and knowledge about EBPs, and perceptions of the organization, including cynicism about the organization's ability to change, predicted EBP outcomes. Staff age, tenure at the agency, and caseload size affected perceptions of organizational culture, but did not predict attitudes or use of EBPs. There is weak evidence for a relationship between self-reported use of EBPs with attitudinal support for EBPs, prior EBP training, and knowledge of EBPs. This study contributes to an emerging body of literature about the impact of various individual and organizational factors on support for EBPs with important lessons for implementation.

Sorting Through the Evidence: A Step Toward Prioritization of Evidence-Based Community Supervision Practices

Studies of implementation of evidence-based supervision policies and procedures often report minimal to moderate adherence to evidence-based models. The few studies that exist examine the degree to which characteristics of probation officers, individuals on supervision, and supervision processes have an impact on rearrest (outcomes). Using administrative data on 7,326 probationers and surveys from 161 probation officers employed by five agencies, hierarchical linear models were used to identify the features of supervision processes that are most important to reduce recidivism. The findings clarify that no one evidence-based supervision feature (i.e., a validated risk and need assessment tool, case planning, treatment, compliance management, etc.) can achieve recidivism reductions. The best results can be achieved by using all features, although a risk-based case management approach that prioritizes employment and/or reducing the criminogenic needs creates similar outcomes. This article discusses the implications of prioritizing which supervision processes are used to impact positive supervision outcomes.

Enhancing Quality Supervision for the Delivery of Mental Health Care Through Nonspecialist Clinicians in Resource-Limited Settings

Supervision of nonspecialist clinicians by trained mental health professionals is integral to developing capacity for providing mental health care in low-resource settings. Current supervision efforts in low-resource settings, however, are often variable in quality. Scant published literature addresses how supervision practices affect treatment outcomes; only a few studies have been published on evidence-based supervision methods. Additionally, in low-resource settings many systems-level obstacles exist in providing adequate mental health supervision to nonspecialist clinicians. This article seeks to address psychiatrists' role in providing supervision and promoting quality of care in low-resource settings. We review the literature on evidence-based supervision practices, address obstacles and current practices of providing high-quality mental health supervision in low-resource settings, and weave this knowledge with our experiences learning from the clinicians at Partners in Health in Haiti. We also discuss feasible strategies and provide recommendations for strengthening the supervision process in resource-limited settings.

From blended learning to full-online education: teaching experience report in the Evidence-Based Supervision course from Brazilian post-graduation

From blended learning to full-online education: teaching experience report in the Evidence-Based Supervision course from Brazilian post-graduation

Modelos contemporáneos de supervisión clínica: nuevas direcciones

La supervisión clínica es una actividad profesional diseñada para formar psicoterapeutas competentes y éticos, cuyas intervenciones sean eficaces para brindar un servicio de alta calidad a los pacientes. Cumple con funciones formativas, restaurativas y normativas, las cuales dependen en buena medida del modelo de supervisión que se emplee. En este artículo se presenta una revisión de la literatura para dar cuenta de las categorías de modelos existentes y se proporciona una síntesis de algunos modelos comúnmente empleados en la supervisión. Se consultaron bases académicas pertenecientes a EBSCO, específicamente Psychology & Behavioral Sciences Collection, así como ERIC, PsycArticles y Google Scholar, y se seleccionaron artículos que comprendidos entre 1995 y 2020 para llevar a cabo este análisis. La consulta empleó palabras clave en inglés: “clinical supervision”, “supervision”, “competence”, “competency-based”, “evidence-based supervision” y “psychotherapy-based supervision”. Se presentan cuatro categorías de modelos, tres de las cuales son globalmente aceptadas y la cuarta se ofrece como una propuesta a integrar porque cuenta con características específicas y representa la evolución que ha tenido el área y está sustentada por la investigación.

Insights Gained from an Online Journal Club for Fieldwork Educators

ABSTRACTAcademic programs are tasked with the responsibility of providing support for fieldwork educators who provide training for their students. This article describes a pilot program wherein nine fieldwork educators participated in a weekly online journal club to gain increased knowledge of evidence-based supervision strategies. Program assessment indicated that an online journal club was feasible and well accepted by the fieldwork educators and that the participants valued the opportunity to connect and discuss the role with other fieldwork educators.

Reinventing Community Corrections

AbstractCommunity corrections in the twenty-first century faces three challenges: how to be an alternative to imprisonment, how to be a conduit for reducing recidivism, and how to do less harm to offenders and their families and communities. Community corrections will reduce imprisonment only if its use is viewed as a legitimate form of punishment and is incentivized, which involves subsidizing the use of community sanctions and making communities pay to imprison offenders (e.g., a cap-and-trade system). To reduce recidivism, it will be necessary to hold officials accountable for this outcome, to ensure that evidence-based supervision is practiced, to use technology to deliver treatment services, and to create information systems that can guide the development, monitoring, and evaluation of interventions. Doing less harm—avoiding iatrogenic effects—will require nonintervention with low-risk offenders, reducing the imposition of needless constraints on offenders (i.e., collateral consequences), and creatin...

Embedding systematic quality assessments in supportive supervision at primary healthcare level: application of an electronic Tool to Improve Quality of Healthcare in Tanzania.

BackgroundAssessing quality of health services, for example through supportive supervision, is essential for strengthening healthcare delivery. Most systematic health facility assessment mechanisms, however, are not suitable for routine supervision. The objective of this study is to describe a quality assessment methodology using an electronic format that can be embedded in supervision activities and conducted by council health staff.MethodsAn electronic Tool to Improve Quality of Healthcare (e-TIQH) was developed to assess the quality of primary healthcare provision. The e-TIQH contains six sub-tools, each covering one quality dimension: infrastructure and equipment of the facility, its management and administration, job expectations, clinical skills of the staff, staff motivation and client satisfaction. As part of supportive supervision, council health staff conduct quality assessments in all primary healthcare facilities in a given council, including observation of clinical consultations and exit interviews with clients. Using a hand-held device, assessors enter data and view results in real time through automated data analysis, permitting immediate feedback to health workers. Based on the results, quality gaps and potential measures to address them are jointly discussed and actions plans developed.ResultsFor illustrative purposes, preliminary findings from e-TIQH application are presented from eight councils of Tanzania for the period 2011–2013, with a quality score <75 % classed as ‘unsatisfactory’. Staff motivation (<50 % in all councils) and job expectations (≤50 %) scored lowest of all quality dimensions at baseline. Clinical practice was unsatisfactory in six councils, with more mixed results for availability of infrastructure and equipment, and for administration and management. In contrast, client satisfaction scored surprisingly high. Over time, each council showed a significant overall increase of 3–7 % in mean score, with the most pronounced improvements in staff motivation and job expectations.ConclusionsGiven its comprehensiveness, convenient handling and automated statistical reports, e-TIQH enables council health staff to conduct systematic quality assessments. Therefore e-TIQH may not only contribute to objectively identifying quality gaps, but also to more evidence-based supervision. E-TIQH also provides important information for resource planning. Institutional and financial challenges for implementing e-TIQH on a broader scale need to be addressed.Electronic supplementary materialThe online version of this article (doi:10.1186/s12913-016-1809-4) contains supplementary material, which is available to authorized users.

Evidence-Based Supervision in the Northern District of Florida

Research Article| April 01 2016 Evidence-Based Supervision in the Northern District of Florida: Risk Assessment, Behavior Modification, and Prosocial Support—Promising Ingredients for Lowering Recidivism of Federal Offenders M. Casey Rodgers M. Casey Rodgers Chief Judge United States District Court, Northern District of Florida Search for other works by this author on: This Site PubMed Google Scholar Federal Sentencing Reporter (2016) 28 (4): 239–244. https://doi.org/10.1525/fsr.2016.28.4.239 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation M. Casey Rodgers; Evidence-Based Supervision in the Northern District of Florida: Risk Assessment, Behavior Modification, and Prosocial Support—Promising Ingredients for Lowering Recidivism of Federal Offenders. Federal Sentencing Reporter 1 April 2016; 28 (4): 239–244. doi: https://doi.org/10.1525/fsr.2016.28.4.239 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentFederal Sentencing Reporter Search This content is only available via PDF. © 2016 Vera Institute of Justice2016 Article PDF first page preview Close Modal You do not currently have access to this content.

Evidence-based supervision: Tracking outcome and teaching principles of change in clinical supervision to bring science to integrative practice.

Supervision is the primary way in which psychotherapy trainees develop the skills of applying interventions, conceptualizing cases, and practicing self-reflection. Although critical to professional development, the nature and objectives of supervision can vary widely among supervisors, depending on idiosyncratic differences and the orientation used. As clinical psychology moves toward integrating science and practice, the need to teach students evidence-based principles of therapeutic change and how to use outcome measures to enhance progress is paramount. Furthermore, with hundreds of "evidence-based" interventions and widely diverse supervisors, the fact that cross-cutting interventions and common factors carry the burden of most therapeutic change is frequently lost. In this article, we outline an experimental training system that is being tested as a means to teach student-therapists to use empirically established moderators (treatment factors) and mediators of change to tailor their interventions to client differences. This experimental approach is derived from Systematic Treatment Selection (Beutler, Clarkin, & Bongar, 2000), a cross-cutting system that can be used to aid individualized treatment planning as well as to track and use client outcomes in clinical supervision within a graduate-level training clinic.

A model and guide for evaluating supervision outcomes in cognitive–behavioral therapy-focused training programs.

Only recently have investigative teams focused their research on understanding the effects of supervision on key outcomes, largely in response to the implementation science movement. Two steps are necessary to better understand the effects of supervision and set the stage for subsequent research to identify evidence-based supervision structures, methods, and content. First, critical domains of supervision outcomes need to be delineated to promote cross-study comparisons and focus research efforts. Second, psychometrically validated measures for evaluating these outcome domains need to be identified and systematically administered. Building on recent reviews that lay the foundation for assessing the impact of cognitive–behavioral therapy training (e.g., Muse & McManus, 2013; Simons, Rozek, & Serrano, 2013), the main goal of this article is to present a model of a Cognitive Behavioral Therapy Research and Training Clinic that exemplifies a systematic approach to supervision outcome assessment. Falender and Shafranske (2004) provide a relevant framework that specifies key supervision outcome domains at the clinician level (knowledge, skills, attitudes, and values) to which we have added the supervisory relationship, general competencies, and client-level outcomes. Exemplars of psychometrically sound measures to assess these outcome domains are provided, with a focus on cognitive–behavioral therapyspecific measures, given the strength of its evidence base. With the inclusion of a model for how to implement supervision outcome assessment, this article will position other training programs to assess supervision outcomes and to engage in subsequent inquiry into the key components of evidence-based supervision.

A qualitative study exploring the perceived impact of supervision training on cognitive therapy supervisor practice

AbstractAlthough cognitive therapy (CT) has a large empirical base, research is lacking for CT supervision and supervision training, which presents an obstacle for evidence-based practice. A pilot CT supervision training programme, based on Milne's evidence-based supervision and Roth &amp; Pilling's supervision competences was developed by the Northern Ireland Centre for Trauma and Transformation (NICTT), an organization specializing in CT therapy provision and training. This pilot study qualitatively explores CT supervisors’ perceptions of the impact the training had on their practice. Semi-structured interviews were conducted with seven participants, transcribed verbatim and analysed using Burnard's thematic content analysis. Findings illustrated that experienced CT supervisors perceived benefit from training and that the majority of supervisors had implemented contracts, used specific supervision models and paid more attention to supervisee learning as a result of the training. Obstacles to evaluating supervision included the lack of reliable user-friendly evaluation tools and supervisor consultancy structures. Recommendations are also made for future research to establish the long-term effects of supervision training and its effect on patient outcomes. Implications for future training based on adult learning principles are discussed.

A Technology of Expertise: EU Financial Services Agencies

The collapse of Lehman Brothers in 2008 ushered in a financial crisis whose ramifications are still being felt. Within the EU, collapse not only led to a change in regulatory rhetoric, emphasising the need to secure the stability of EU money markets, but also to a significant widening and deepening of technocratic supervisory structures for European financial services. This paper accordingly investigates the newly established European System for Financial Supervision and, in particular, semi-autonomous EU agencies for banking, insurance and securities, for its ability to provide robust regulation and supervision within Europe. However, it analyses this increase in technocratic governance at supranational level in light of the worrying question of whether it has undermined capacity for political action within Europe. At a time when readily-apparent failings in established technocratic governance in Europe (monetary union) have led only to more technocratisation (proposed fiscal union), perhaps to the point of systemic collapse, the general European trend to expertled and evidence-based supervision must be doubted; not simply because it has failed on its own terms, but also because it has established a technology of expertise, or dominant rationality, which further encourages abdication of political responsibility for economic crisis.

Evidence-Based Supervision—A Scientist–Practitioner Approach by Another Name

Evidence-Based Supervision—A Scientist–Practitioner Approach by Another Name

Clinical Supervision in Social Work

In social work, supervision is valued as a crucial activity for professional learning and development. Over time, an extensive body of literature has developed that is largely theoretical and practice-oriented. The development of an empirical body of knowledge for supervision has been slow with most approaches supported solely by anecdotal accounts. An extensive review of the empirical studies on supervision conducted in the past decade was undertaken. Two separate streams of inquiry were found; one focused on supervision of professional staff and one focused on field education of students. This body of research is reviewed in two companion papers. Recent studies of supervision of staff are largely descriptive and exploratory yielding limited knowledge for evidence-based supervision. Organizational and professional issues related to the dearth of studies are discussed.

Evidence‐based clinical supervision: rationale and illustration

AbstractThe growing importance of clinical supervision makes it timely to formulate and pilot an evidence‐based approach. This entails specifying a rationale for supervision skills that is grounded in research evidence and enjoys a consensus amongst supervisors, implementing an educational system to develop those skills, and evaluating the effectiveness of this approach. The present study tackles these tasks by detailing an evidence‐based approach to clinical supervision; by implementing regular consultancy sessions to try and develop one supervisor's competence; and by evaluating (within a multiple baseline design) the effectiveness of these sessions and the clinical supervision provided to three supervisees. Based on systematic observations of 30 supervision sessions conducted over an 8‐month period, the results indicated that the consultancy led to modest improvements in the supervision. The supervision was highly rated by the supervisees throughout the study period. Implications are drawn for developing evidence‐based supervision, emphasizing the instructional and methodological components. Copyright © 2001 John Wiley &amp; Sons, Ltd.