Experience Of Supervision Research Articles

Jekyll and Hyde leadership: Examining the direct and vicarious experiences of abusive and ethical leadership through a justice variability lens.

Drawing on uncertainty management theory and the nascent work on justice variability, we examine employees' direct and vicarious experiences of abusive supervision and ethical leadership. Conceptualizing the simultaneous display of abusive and ethical leadership styles as a form of justice variability, we suggest that a direct supervisor's ethical leadership exacerbates, rather than ameliorates, the detrimental effects of his/her abusive supervision on employees' emotional exhaustion and job performance. We further contend that a similar effect exists when employees vicariously experience leadership interactions involving their direct supervisor and higher level manager, whereby higher level managers' ethical leadership exacerbates the negative effects of their abusive supervision toward supervisors on those supervisors' employees' emotional exhaustion and job performance. We draw the contrast between the direct and vicarious experiences by theorizing justice uncertainty and linking-pin effectiveness uncertainty, respectively, as two distinct theoretical mechanisms that explain the two proposed destructive effects. Using a multisource and multiphase lagged field study and two vignette-based experiments, we find general support for our model. Our research advances the theories of justice variability, vicarious leadership and (in)justice, and supervisors' linking-pin role effectiveness. We also offer practical insights for managing "Jekyll and Hyde" leadership across organizational hierarchies. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

미술치료 전공 학부생의 임상실습, 수퍼비전, 학부과정 경험에 대한 질적 연구

Objectives The purpose of this study is to explore through qualitative research the experiences of undergraduate students majoring in art therapy in clinical practice, supervision, and undergraduate courses, and to analyze the intrinsic meaning of these experiences. Methods Data were collected through two in-depth interviews with six undergraduate students majoring in alco-hol treatment. The interviews used a semi-structured questionnaire to encourage undergraduate students to talk freely about their experiences in clinical practice, supervision, and undergraduate courses. The collected data were analyzed using open coding according to qualitative research methodology, and themes were derived inductively. Through this, the main themes and subcategories experienced by the participants were identified and the research results were derived. Results As a result of the analysis, 6 main areas, 14 categories, and 37 subcategories were derived. In clinical practice, external factors such as conditions of the practice institution, workload, communication between thera-pists, and changes in clients, and internal factors such as self-criticism, tension while performing roles, and sense of accomplishment after practice were identified. The supervision experience consisted of process aspects such as close supervision and shared experiences with colleagues, as well as academic and emotional support from the supervisor. During the bachelor's course, self-exploration, anxiety and burden about art work, and interaction with classmates served as factors that promoted improved future vision and psychological growth. Conclusions These findings provide significant implications for establishing criteria for selecting clinical practice institutions, improving supervision education, and enhancing the role of school education in undergraduate pro-grams aimed at training art therapists.

Help! I Have Been Thinking to Do It Lately: Workplace Mistreatment and Suicidal Ideation Among Internship Students in Klang Valley

Workplace mistreatment, such as bullying, abusive supervision, and interpersonal conflict, is increasingly conceded as a critical issue affecting the mental health of junior professionals, particularly interns. Due to their momentary status, high expectations, and lack of support, interns are highly susceptible to negative workplace interactions that can lead to severe psychological outcomes such as including suicidal ideation. Drawing on the Fluid Vulnerability Theory, this study aims to examine the prevalence and impact of various forms of workplace mistreatment on suicidal ideation among internship students in Malaysia, providing insights for effective intervention strategies. The study used a cross-sectional research design and involved 247 internship students from the Faculty of Business and Management at UiTM Puncak Alam, Selangor, Malaysia. Data were collected through a structured online questionnaire assessing experiences of workplace bullying, abusive supervision, interpersonal conflict, and suicidal ideation. Statistical analyses, including descriptive statistics, correlation, and regression analysis, were employed to examine the relationships between the variables. The analysis revealed significant correlations between workplace bullying, abusive supervision, and interpersonal conflict with suicidal ideation. Regression models indicated that workplace bullying and interpersonal conflict were significant predictors of suicidal ideation, accentuating the critical need for targeted interventions in educational and professional environments. The findings suggest that workplace mistreatment significantly contributes to suicidal ideation among interns, highlighting the importance of developing supportive interventions and policies. Addressing workplace mistreatment through targeted programs can improve mental health outcomes for young professionals and foster healthier work environments.

Norwegian science teacher educators’ views of the master’s thesis and the supervision process

ABSTRACT The aim of this article is to investigate Norwegian science teacher educators’ views of the master’s thesis and the supervision process in connection with the recent change to five-year master’s programmes. Interviews with fourteen science teacher educators from the seven teacher education institutions offering a master’s specialisation in science education were analysed inductively through thematic analysis. The teacher educators’ perceptions were represented by four themes: development of personal traits, academic competence, value for classroom practice and value for the teaching community. Furthermore, they emphasised being project leaders and having competence in science education and relational competence when supervising master’s theses. The science educators are positive about the general features of the master’s thesis, such as developing personal traits and more research-competent colleagues of teachers. However, the study revealed that many supervisors expressed a lack of competence and supervision experience, and we suggest involving teacher educators in research projects in education.

Doctoral rhythms within an EdD: the case of group supervision

ABSTRACT This paper explores the application and use of group supervision with doctoral candidates studying a professional doctorate, the EdD, at a teaching intensive university. Group supervision is applied as a pedagogical strategy during the module stage of the award with candidates who were advanced practitioners in their fields with several working at the Post’92 university in question. Group supervision is an emergent idea has not been well described in the literature either as a concept or a practice. This paper aims to contribute to understandings of group supervision and its potential value as a doctoral learning approach. Rhythmanalysis is used to explore students’ experiences of group supervision particularly the advantages for advanced professionals from education who are at an early stage in their research career. The paper highlights the importance of the exploration and production of ideas within the group supervision process such as the containing of anxiety, development of identities, grappling with theories and methodologies and the value of peer learning and mattering. Group supervision itself could also be described as a meta-supervision approach with the supervisor stepping in and out of the doctoral learning to articulate and justify what was happening in relation to future learning demands.

Social Auxiliary Workers as the “Cinderellas” of Supervision: The Case of John Taolo Gaetsewe District, Northern Cape Province

The supervision of social auxiliary workers has received little attention, both in research and supervision practice. Social auxiliary workers are trained and qualified to support the services of qualified social workers. Yet, despite their importance in social welfare service delivery, social auxiliary workers are seen as the stepchild to social workers and are often neglected in terms of receiving supervision for their professional duties. This article explores how social auxiliary workers experience supervision to guide their daily activities. Although there are a few studies on the supervision experiences of social auxiliary workers in South Africa, there are no previous studies focused on the Northern Cape province. This article is based on a qualitative study that used an exploratory and descriptive research design. Semi-structured interviews were used to gather data from six social auxiliary workers in the John Taolo Gaetsewe District of the Northern Cape. Using Tesch’s eight steps of analysis, the findings reveal the inconsistent use of the role and function of supervision in developing the capacity and training of social auxiliary workers and the implications of ineffective supervision. A key recommendation is that social auxiliary workers should have mandatory, structured and supportive supervision to uphold the professional purpose of employing social auxiliary workers in the context of social service delivery to vulnerable populations.

Exploring Nonspecialist Preparedness to Deliver an Evidence-Based, Family Strengthening Intervention in Rwanda: A Qualitative Study.

Families in low- and middle-income countries (LMICs) face significant mental health and psychosocial care gaps. In recent years, researchers and practitioners have addressed these gaps by task-sharing evidence-based mental health and psychosocial support (MHPSS) interventions to nonspecialist community providers. Supervision and training approaches are intended to prepare nonspecialists to deliver evidence-based interventions with quality. However, there is still little research exploring nonspecialist experiences with training and supervision and how, if at all, their training and supervision experiences result in fidelity and competence in delivering the intervention. This qualitative study uses data from a cluster-randomized trial of a family strengthening and violence prevention program in Rwanda, known as Sugira Muryango. In semi-structured interviews, the nonspecialists provided examples of using skills such as rapport-building, empathy, and active listening to deliver Sugira Muryango effectively. Because nonspecialists were serving in their own communities, they found that it was easier to earn trust with friends and neighbors, and this facilitated effective delivery of Sugira Muryango. Nonspecialists discussed how training, monthly supervision, in-person monitoring visits, and the use of the manual and audio recorders equipped them to deliver Sugira Muryango with quality. Nonspecialists also provided examples of barriers to quality of delivery, including supervisor lack of availability, delayed compensation, and technology issues. Preparedness was consistent across gender; however, nonspecialists serving in a better-resourced district had previous experiences delivering evidence-based interventions and felt more prepared at the beginning of Sugira Muryango.

Navigating Challenges and Opportunities in Nursing Education: Insights from Student Nurses at the National University of Lesotho

<i>Background:</i> Globally, student frustration and attrition rates are declining, underscoring the importance of investigating the academic and interpersonal challenges that students face after their first year. Objectives: exploring the experiences of National University of Lesotho student nurses on their course of education. <i>Method:</i> A qualitative phenomenological research design was used to conduct research at the National University of Lesotho. Data was collected using an unstructured interview guide in two focus groups comprising all student nurses who are enrolled in the nursing and midwifery programme from their second year into the programme. This study employed a stratified random sampling procedure to select its respondents. This study made use of thematic analysis. <i>Results: </i>The results demonstrated clinical weariness caused by a severe workload. The tasks and responsibilities assigned to the students, which they consider to be the duties of registered nurses, frequently leave them feeling overburdened. Variations in clinical supervision experiences include negligence; some experience sexual abuse; and some students find the clinical setting quite unpleasant and inappropriate. On the other hand, students expressed that they are empowered by the current nursing curriculum to face the clinical challenges. <i>Conclusion:</i> Despite appreciating the faculty's supportive and inspiring environment, students had conflicting emotions about the instructional approaches and learning environments. There were variations in both instructional quality and clinical supervision.

Sustainable, affordable, and transferable approaches to experienced doctoral supervisor development

ABSTRACT Doctoral supervision is complex and takes place against a background of contextual, political, economic, and cultural affordances/constraints; with multiple purposes; and in a global higher education system. The result can be significant tensions for supervisors and, often, poor student satisfaction and progression. Globally, systematic development of doctoral supervision capacity is unusual and/or prohibitively expensive at scale. In response, this paper reports an educational design research initiative to develop a series of collaborative online workshops for experienced doctoral supervisors, supporting deliberate ‘reflective, personal, scholarly and systematic reflection’ across ten areas of doctoral supervision. Participants are then well-equipped to craft a successful application for the prestigious United Kingdom Council for Graduate Education supervisor recognition. Our evidence suggests short-term benefit is in two phases: directly via collaborative workshop engagement with the supervision literature in relation to participants’ shared experiences of supervision, and then via application of that to practice, captured in semi-structured scholarly reflective accounts on development of practice in submission for accreditation. Embedded medium-term benefits are now emerging. Multiple iterations suggest the approach is sustainable, transferable, affordable, and richly beneficial to participants, doctoral students, and wider doctoral communities. The contribution is to development of academics’ teaching and research, and it is both theoretical and practical.

Clinical supervisor’s experiences of peer group clinical supervision during COVID-19: a mixed methods study

BackgroundProviding positive and supportive environments for nurses and midwives working in ever-changing and complex healthcare services is paramount. Clinical supervision is one approach that nurtures and supports professional guidance, ethical practice, and personal development, which impacts positively on staff morale and standards of care delivery. In the context of this study, peer group clinical supervision provides allocated time to reflect and discuss care provided and facilitated by clinical supervisors who are at the same grade/level as the supervisees.MethodsTo explore the clinical supervisor’s experiences of peer group clinical supervision a mixed methods study design was utilised within Irish health services (midwifery, intellectual disability, general, mental health). The Manchester Clinical Supervision Scale was used to survey clinical supervisors (n = 36) and semi-structured interviews (n = 10) with clinical supervisors were conducted. Survey data were analysed through SPSS and interview data were analysed utilising content analysis. The qualitative and quantitative data’s reporting rigour was guided by the CROSS and SRQR guidelines.ResultsParticipants generally had a positive encounter when providing clinical supervision. They highly appreciated the value of clinical supervision and expressed a considerable degree of contentment with the supervision they provided to supervisees. The advantages of peer group clinical supervision encompass aspects related to self (such as confidence, leadership, personal development, and resilience), service and organisation (including a positive working environment, employee retention, and safety), and patient care (involving critical thinking and evaluation, patient safety, adherence to quality standards, and elevated levels of care).ConclusionThere are many benefits of peer group clinical supervision at an individual, service, organisation, and patient level. Nevertheless, there is a need to address a lack of awareness and misconceptions surrounding clinical supervision to create an environment and culture conducive to realising its full potential. It is crucial that clinical supervision be accessible to nurses and midwives of all grades across all healthcare services, with national planning to address capacity and sustainability.

Perceived versus actual HIV risk among PrEP indicated persons with criminal legal involvement

ABSTRACT Individuals involved with community supervision experience multi-level obstacles impacting health outcomes. This is a high-risk period for HIV acquisition due to potential reengagement in unprotected sex and/or unsafe injection drug practices. This study aimed to assess the congruence between actual and perceived HIV risk and the degree to which individual, social, and behavioral factors impact risk perception among individuals on community supervision. While all participants were clinically indicated for PrEP, most participants (81.5%) did not consider themselves at risk for HIV (69.5%) or were not sure of their risk (12.0%). Among those with no or unsure perceived risk, 94% engaged in sexual behaviors that put them at-risk of HIV. Perceived HIV risk was associated with sharing injection equipment (aPR = 1.8, 95% CI [1.02, 3.3]), identifying as a sexual minority (aPR = 2.3, 95% CI [1.3, 3.9]), and having sex with a partner living with HIV (aPR = 2.4, 95% CI [1.3, 4.3]). Having sex with a partner living with HIV was the only sexual risk behavior associated with a perceived risk of HIV. These findings indicate a substantial discrepancy between actual and perceived HIV risk, highlighting the need for targeted interventions to improve risk perception accuracy and enhance risk prevention among individuals on community supervision.

Enhancing Teacher Quality: The Role of Digitalization in Transforming Educational Supervision

This research aims to develop a system-based academic supervision model to address specific inefficiencies in the supervision process, such as logistical challenges and resource limitations. The purpose of this research is to develop a system-based academic supervision model in overcoming the ineffectiveness of the academic supervision process. The method in this research is development research using the Borg and Gall model which consists of 10 steps of product development from preliminary research to product dissemination . The research subjects were teachers and school supervisors in Salatiga City, especially in elementary schools consisting of public and private schools. The selection of subjects is based on subjects with criteria, namely subjects who play an active role in the academic supervision process and have experience in academic supervision at school. The instruments in this study were observation guidelines, interview guidelines, user perception questionnaire, and product trial questionnaire. The research instruments have been validated by expert validators and meet the criteria of valid and reliable. The results showed that the development of the Management Information System for academic supervision of the Borg and Gall model resulted in a product that met the criteria of valid, effective and practical for academic supervision. The research findings show that using the academic supervision system makes it easier for supervisors and teachers to carry out the academic supervision process. In addition, the efficiency of supervision becomes better, because it can overcome the distance and the limited number of supervisors to the number of schools whose ratio is not balanced.In addition, the use of an academic supervision system speeds up the supervision process, simplifies the use of assessment instruments, and is practically used flexibly.

Allied health new graduates’ voice behavior – new perspectives using realist synthesized narratives

PurposeEffective voice behavior in healthcare workers is critical for patient safety, quality improvement and workforce well-being. A review of the literature on voice behavior in healthcare highlights that little is known about the voice behaviors of new graduates in allied health and that current theory, from medical and nursing research, does not adequately apply to this sector. New knowledge about voice behavior for this sector of the workforce will support education and healthcare institutions in building and sustaining a healthy voice behavior culture.Design/methodology/approachThis paper reports on phase two of a two-phase study looking at the voice behavior experiences of new allied health graduates over one year. Using a realist perspective and narrative analysis, we uncover and illustrate what works, with whom and under what conditions.FindingsFour synthesized narratives outline the contexts and mechanisms that result in different voice behavior outcomes – speaking up effectively, speaking up with unmet expectations, not speaking up and a reduction in speaking up over time. Experiences of positive interprofessional collaboration and reflective supervision supported effective voice behavior.Research limitations/implicationsThis study used a case study approach, focusing on healthcare providers within a large New Zealand city and a cohort of 10 participants. Some researchers argue that small numbers limit the generalization of findings to different populations. Realists argue that, given the way in which knowledge is developed using realist methodologies, the resultant theory is portable. Interviews were conducted online during the COVID-19 pandemic. This may have impacted the connection between the interviewer and interviewee, causing the interviewees to not express their true thoughts. However, the interviewer did take time to connect with the interviewees and build trust over the three interviews over one year. Participants did not capture the diversity in the allied health workforce – most identified as female and none identified as Māori/Indigenous. And finally, participants could inhibit or exaggerate information due to the influence of social desirability. This does not appear to be a significant limitation in this study, given the many examples shared by the participants highlighted their challenges.Practical implicationsThis study provides an in-depth exploration of how new graduates in allied health experience speaking up. Our findings enrich the knowledge of speaking up by using synthesized narratives to provide insights into what factors can enable a healthy speaking up culture within the new graduate allied health workforce. This is new knowledge that will be of interest at the individual, team and organizational levels of healthcare. The findings will support curriculum design and new graduate support frameworks for the education and health sectors. Highlighted in this study are the importance of the following factors in supporting speaking up for allied health new graduates: the employment of reflective supervision, purposeful facilitation of team belonging and interprofessional collaboration and tailored speaking up training for allied health new graduates and leaders in healthcare.Originality/valueBy taking a realist perspective and using narrative analysis, we gain an understanding of the voice behavior experiences of new graduates in allied health and the contextual factors and mechanisms that activate effective voice behavior in sub-acute and rehabilitation settings. These findings differ from nursing and medicine and highlight the benefits of reflective supervision and interprofessional collaborative practice.

"Holding the badness": Therapists' experiences of treating incestuous abuse continuing into adulthood.

This study aimed to explore the experience of therapists whose clients report incestuous abuse continuing into adulthood. Ten Australian therapist-participants were recruited through professional forums. After giving informed consent, they completed a semistructured interview. Therapists were asked about their experiences of providing therapy to people who disclosed incestuous abuse that continued into adulthood and their experiences of training, peer support, and supervision in relation to these cases. The interviews were recorded, transcribed, labeled with a pseudonym, and deidentified. The transcripts were subjected to reflexive thematic analysis (TA) following the guidelines of Braun and Clarke (2006, 2022). The study found that three overarching themes described the therapeutic experience and response to this client group: (1) the therapist's emotional distress, vicarious traumatization, and moral injury at the extent of abuse and suffering disclosed by the client; (2) the need to adjust therapeutic goals and their reactions to this; and (3) feelings of professional isolation and a lack of support within mainstream services. The study describes therapeutic experience of a sample of practitioners and concludes that this work is distressing and demanding, requiring therapists to find their own coping methods, training, and supervision. The study points to needs for changes in practitioner training, service delivery, and policy to enable more holistic care of clients reporting complex ongoing abuse. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Stakeholder Identification in Internal Control of Building Construction using Design and Build Contract to Improve Efficiency and Effectiveness

The amount of infrastructure development in Jakarta makes internal control of the implementation of design and build contracts for the construction of state buildings need attention. The problem in internal control is there are still some recurring findings and supervisory findings that are not detected by Government Internal Supervisory Apparatus (APIP) but found by external auditors, as well as delays in completing assignments. The problems include a limited number of technical auditors, uneven knowledge, and experience of construction supervision, overlapping assignments, and a report process that takes time. These problems can have an impact on the implementation of internal control, that is lack of achievement of internal control objectives and the potential for non-compliance with the construction process with laws and regulations, thus showing that internal control of construction is not running effectively and efficiently. To improve efficient and effective internal supervision of construction, it is necessary to standardize operational procedures (SOP) or work procedures for internal control of construction, especially for design and build contracts. This research aims to identify stakeholders and the roles and responsibilities of each party in internal control of building construction using design and build contract to improve efficiency and effectiveness. The results reveal a set of internal and external stakeholders as well as the form of organizational structure and the relationship of coordination and responsibility lines. The results of this research also emphasize the roles and responsibilities of each stakeholder so that each party fully understands the obligation to carry out internal supervision assignments for design and build construction.

Undergraduate Nursing Students’ Experiences of Clinical Supervision at a University in Mozambique

Undergraduate Nursing Students’ Experiences of Clinical Supervision at a University in Mozambique

Intercultural group supervision: from emergency pandemic response to establishing a paradigm of group research supervision

ABSTRACT This paper describes a study investigating the effectiveness of an online group supervision model developed to respond to the plight of postgraduate students forced to complete their research theses in China due to the COVID-19 pandemic border closures in 2020-2022. The supervisory group included academics with variable supervision experience who identified with diverse ethnicities and academic identities. Selected data collection methods were employed to investigate the student experience, including interviews, video analysis of supervision sessions, reflective writing, and collaborative autoethnography. Relational learning, culturally responsive approaches, and care ethics were deployed to provide rich insights into academics’ deliberate strategies to support students in achieving their academic goals. The findings revealed that group supervision provided students with opportunities to participate within a dynamic team that was relationship and knowledge-rich. Academics developed greater intercultural understandings of the important research contexts in which students operated and valued their students’ positioning.

Operational nursing managers' experiences of clinical supervision at a Johannesburg Hospital.

Clinical supervision is pivotal in supporting nurses in rendering quality, safe patient care. Therefore, it is essential to understand clinical supervision from operational nursing managers' context to define existing challenges and propose suitable recommendations. This study aimed to explore and describe operational nursing managers' experiences of clinical supervision within the context of an academic hospital in Gauteng province and propose evidence-based practice recommendations to improve patient safety and the quality of clinical supervision. An exploratory, sequential, mixed-method design was used and implemented over two phases to take advantage of the strengths of both the qualitative and quantitative research designs. Unstructured individual interviews were conducted to collect data in phase one, and an adapted Manchester Clinical Supervision Scale (MCSS) questionnaire was used to collect data in phase two. Operational nursing managers work in stressful conditions and environments with a gross shortage of staff and tools of the trade while being expected to deliver high-quality and safe nursing care. Of the sampled respondents, 36% (n= 17) were dissatisfied with the supervision they received, while 64% (n= 30) were indifferent in the sense that they did not think it was adequate or inadequate. Clinical supervisors should be trained and supported in clinical supervision, with regular workshops on interpersonal relations.Contribution:A clearer understanding of clinical supervision within the hospital context and evidence-based practice recommendations to improve patient safety and the quality of clinical supervision.

Exploring remote supervision in higher education: Lecturers’ experiences

ABSTRACT As remote learning continues to play a significant role in higher education, the practice of remote supervision has become a critical component of academic and research activities. This research explores lecturers’ experiences in remote supervision, shedding light on challenges and strategies to ensure effective guidance and support. A qualitative approach was adopted using a semi-structured interview guide data collection from randomly selected lecturers and analysed thematically. The study generated three themes to address the research questions. Findings revealed the multifaceted nature of remote supervision, highlighting both the advantages of flexibility and the hurdles posed by technology, communication barriers, and time management. To navigate these challenges, lecturers have developed innovative strategies, including leveraging digital tools, enhancing communication, and prioritising self-discipline. The outcomes of this research provided valuable insights for colleges seeking to strengthen remote supervision experience, thereby improving the quality of higher education in this digital age.

Supervision as a Dispersed Practice: Exploring the Creation of Supervisory Spaces in Day‐to‐Day Social Work Practice

ABSTRACTSupervision is integral to social work practice; however, how it operates in day‐to‐day practice remains poorly understood. Existing research mainly comprises quantitative and qualitative accounts of social workers' and supervisors' experiences of supervision. More recently, a small number of studies examining the content of supervision have added to our understanding of what happens in supervision. However, supervisory interactions outside formal supervision have received scant empirical attention. This paper draws on an ethnographic study of four social work teams in England, exploring how formal and informal case discussion supports social workers' sensemaking. Data comprised observations of case talk in the office space (n = 21) and group case discussions (n = 2), recordings of one‐to‐one supervision (n = 17) and semi‐structured interviews (n = 22). Findings highlighted the importance of space in how social workers perceived and engaged with supervision. Supervisory spaces involve the interaction of physical, thinking and emotional spaces to create spaces that are supportive, task‐focused and reflective. Moreover, these supervisory spaces are not confined to formal one‐to‐one supervision or to the dyadic supervisor–supervisee relationship. This raises questions for how child protection social workers can be best supported, across diverse supervisory spaces and relationships, to ensure their practice is effective.