Experiences Of Clinical Supervision Research Articles

Clinical supervision using video-conferencing technology: a reflective account.

This paper discusses three nursing practitioners' experiences of clinical supervision using video-conferencing (VC) technology. The study, based on supportive action research, involved 40 practising community and hospital nurses from a variety of specialties and took place over an 18-month period. The research was collaborative, educational and applied and focused on the effects of remote clinical supervision on the development of professional practice. Data were obtained through pre- and post-study questionnaires, repertory grids, focus group interviews and written narratives. The three research participants found that clinical supervision, as a mediator of learning, was vital in enabling them to develop their reflective and problem-solving skills. Through critical conversations with either a supervisor or within peer group supervision, the participants increased both their confidence and self-awareness and gained more insight into the practices and needs of other practitioners. They also examined critically patient care issues resulting in attention to existing or the development of new care protocols. They did, however, experience some impediments to the process of clinical supervision, mainly lack of peer and management support and ongoing education. The participants had mixed perceptions with regards to using VC technology for clinical supervision. They experienced technical and accessibility problems and communication problems, suggesting the need for clear protocols for both technical support and applied training.

Practice nurses and their 'lived experience' of clinical supervision.

Increased workload in primary care and the advent of primary care groups means that practice nurses (PNs) are experiencing a profusion of changes. As a result, PNs have taken on board many new skills, and this has increased the demands and stresses made upon them. Accordingly, this study investigated 17 PNs' lived experiences of clinical supervision following a 4-day training programme. It adopted a hermeneutic, phenomenological method. Data were collected by means of semistructured interviews within a series of focus groups. The data from the focus groups underwent a thematic analysis, which induced an emerging theory comprising five key themes: (1) providing support (2) nurturing and growth (3) enhancing and enriching practice (4) encountering a new experience, and (5) engaging in intellectually challenging and demanding work. The findings indicated that the central theme of the PNs' experience of clinical supervision was that of 'providing support', in that, without the presence and application of support, the effectiveness of the other themes appears to be diminished. The findings additionally indicated a range of issues, discussed under the headings: practice, education, policy, and further research.

Clinical supervision: The perceptions andexperiences of school counselors in Australia

This Australian study examined the experiencesof clinical supervision of school counselors.The participants perceived the amount of timespent on clinical supervision as inadequate,and described their use of an informal supportnetwork.

Perception of Addiction Nurses Towards Clinical Supervision: An Exploratory Study

Clinical supervision as a priority for addiction nurses is beyond dispute. It is acknowledged that adequate supervision would enable addiction nurses to develop professional competencies and reduce stress and burnout. This paper reports on an exploratory study of the perceptions of clinical supervision among addiction nurses. Their knowledge of the concept, and their views and experiences of clinical supervision are examined. The Clinical Supervision Perception Questionnaire (CSPQ) was administered to 40 addiction nurses. The findings show that addiction nurses with more than 6 years of experience felt supervision was an integral part of their nursing work. The value of clinical supervision was highly regarded by addiction nurses working in combined drug and alcohol services. The study also reveals different supervision requirements among different subgroups, nurses working in combined services, and nurses working in the field for longer period of time having different needs and perceptions of supervision...

An evaluative study of clinical supervision based on Proctor's three function interactive model.

This paper reports on a study of the benefits reported from participation in clinical supervision by registered nurses (n=201) working in a large English community and mental health NHS Trust. It summarizes the emergent practical and theoretical 'key ingredients' of clinical supervision in the United Kingdom and argues that these provide a basis for generalizable research practice. The study is based on Proctor's three function interactive model previously commended as a guide for supervisory practice and evaluation. Within this study, the three functions underpin instrument design but are also a primary focus of evaluation. The development of this instrument through semi- structured interviews with supervisors and supervisees is described. The study aims to assess and compare reported benefits in each of the three functions of accountability, skill development and support in order to examine the effects of contract use, length of experience of clinical supervision and length of service as a registered nurse on reported benefits by using non-parametric statistical analysis. The results indicate that reported benefits are experienced in almost equal proportion across each of these three functions. Statistical analysis indicates a significant positive correlation between experience of clinical supervision and its reported benefits. An inverse correlation is reported between length of service and overall benefits; however, no similar reduction over time against normative benefits was found. There was no relationship between contract use and reported benefits. Limitations of the study are discussed with reference to bias, interview transcription and overlap between the three functions. The paper concludes that nurses report clear benefits from clinical supervision in each of the three functions. This validates the three function interactive model and demonstrates that clinical supervision is used to critically examine and change nursing practice. The content and usage of contracts is identified as an aspect that merits further study.

Evaluating clinical supervision.

This article reports on the development of the Network for Psychiatric Nursing Research National Journal Club. It describes why the club was founded, how it works, who attends, and what happens to the reviews it produces. It includes the club's review of Scanlon and Wier's (1997) paper ‘Learning from practice: mental health nurses' perceptions and experience of clinical supervision’. The key points arising from the review were: the article reflected a current and important theme within mental health nursing, i.e. clinical supervision as a vehicle for improving practice, and recommends that attempts to explore and evaluate clinical supervision should be supported; journal club members were not convinced that the paper was saying anything new although it did add weight to certain arguments; and the limitations of the sampling strategy may have had an impact on the results.

An alternative training approach to clinical supervision: 2.

In this, the second of two articles focusing on the issue of training in clinical supervision, the alleged benefits of training students to be supervisees is highlighted. These are: a substantial reduction in training costs and time; a possible standardization of training; the creation of greater equality and intentionality in the working alliance; an increased student awareness and understanding that supervision is for their benefit; the sharing of values, ground rules, terms and aims between the supervisee/supervisor and the organization; a sense of comradeship between peers in a culture that is often described as having a sense of divide and rule; and a greater sense of team cohesion. The development of basic intrapersonal skills (e.g. reflecting on practice, choosing issues, asking for and using help appropriately) in a non-threatening forum is also of great benefit. The authors conclude that an educational model would include both theoretical and experimential components with the theory preceding the clinical supervision experience. Evaluation of this training could be carried out using a methodology similar to that used by Butterworth et al (1997) in evaluating the impact of receiving supervision.

Learning from practice? Mental health nurses' perceptions and experiences of clinical supervision.

In recent years nursing as a whole has moved from a position of apparently little manifest concern in the issue of 'clinical supervision' to a veritable explosion of interest which is beginning to find expression in the literature. Beginning with a discussion of clinical supervision from within a psychodynamically informed interpersonal nursing framework this paper reports on a small scale qualitative inquiry which aimed to explore mental health nurses' perceptions and experiences of clinical supervision. Analysis of data derived from a series of semi-structured interviews provides very encouraging early indications that mental health nurses are becoming better able to reflect upon the nature of their own formative learning needs and so to take seriously their need for professional support as they strive towards a more therapeutic relationship with their patients. However, whilst all of the participants in the study had a positive perception of the potential value of clinical supervision, there is clear evidence to suggest that their actual experience was that 'good enough supervision' was more the exception than the rule. The participants' perceptions and experiences are described and the implications for research, practice, education and the management of service delivery systems are outlined.

RURAL OCCUPATIONAL THERAPY PRACTICE: A SURVEY OF RURAL PRACTICE AND CLINICAL SUPERVISION IN RURAL QUEENSLAND AND NORTHERN NEW SOUTH WALES

ABSTRACT: A survey of rural occupational therapists in Queensland and northern New South Wales was undertaken to obtain descriptive information on rural practice and attitudes to encourage student fieldwork experience in rural settings. Thirty eight occupational therapists working in rural practice responded to a questionnaire survey. A quarter of these were originally from a rural upbringing. Forty two per cent of these occupational therapists had experience of clinical supervision and 87% of the survey sample indicated that a rural student placement would encourage students to consider rural practice after graduation. A majority of respondents (84%) indicated a need for more occupational therapy services in their rural community. The willingness of respondents to offer student placements was related to the belief that more occupational therapy services were needed in the area. A rural upbringing and returning to the country to work were issues related to the belief that encouraging students to experience rural fieldwork would attract more occupational therapists to rural practice.