Experience Of Supervision Research Articles

Mental health nurses' experiences of managing work-related emotions through supervision.

The aim of this study was to explore emotion cultures constructed in supervision and consider how supervision functions as an emotionally safe space promoting critical reflection. Research published between 1995-2015 suggests supervision has a positive impact on nurses' emotional well-being, but there is little understanding of the processes involved in this and how styles of emotion interaction are established in supervision. A narrative approach was used to investigate mental health nurses' understandings and experiences of supervision. Eight semi-structured interviews were conducted with community mental health nurses in the UK during 2011. Analysis of audio data used features of speech to identify narrative discourse and illuminate meanings. A topic-centred analysis of interview narratives explored discourses shared between the participants. This supported the identification of feeling rules in participants' narratives and the exploration of the emotion context of supervision. Effective supervision was associated with three feeling rules: safety and reflexivity; staying professional; managing feelings. These feeling rules allowed the expression and exploration of emotions, promoting critical reflection. A contrast was identified between the emotion culture of supervision and the nurses' experience of their workplace cultures as requiring the suppression of difficult emotions. Despite this, contrast supervision functioned as an emotion micro-culture with its own distinctive feeling rules. The analytical construct of feeling rules allows us to connect individual emotional experiences to shared normative discourses, highlighting how these shape emotional processes taking place in supervision. This understanding supports an explanation of how supervision may positively influence nurses' emotion management and perhaps reduce burnout.

Supporting quality supervision: Insights for organisational practice

This article reports on the findings of a mixed-method study exploring the experiences of supervision within Australian social work. It looks particularly at the ways in which organisational cultures support supervision as a mechanism of practice improvement. The research suggests the need to better understand performance within the practice and supervision sphere, and create ways in which workers can be acknowledged to develop their skills in a supportive organisational environment. It argues that within a neoliberal context, supervision has the potential to assist in the management of competing workplace demands.

Effects of Anxiety on Novice Genetic Counseling Students' Experience of Supervised Clinical Rotations.

Supervised clinical experiences with patients comprise a critical component of genetic counseling student education. Previous research has found genetic counseling students tend to be more anxiety prone than the general population, and anxiety related to supervision has been found in genetic counseling and related fields. The present study investigated how anxiety affects the experience of supervision for genetic counseling students. Second year genetic counseling students were invited to participate through email invitations distributed via training directors of the 33 programs accredited at the time of the study by the American Board of Genetic Counseling. An initial online survey contained the trait scale of the State-Trait Anxiety Inventory to estimate anxiety proneness in this population and an invitation to participate in a 45-minute semi-structured phone interview focusing on students' experiences of supervision during their clinical rotations. High and low trait anxiety groups were created using STAI scores, and the groups' interview responses were compared using consensual qualitative research methodology (CQR; Hill 2012). The high anxiety group was more likely to describe problematic supervisory relationships, appreciate the supervisor's ability to help them when they get stuck in sessions, and feel their anxiety had a negative effect on their performance in general and in supervision. Common themes included supervisors' balancing support and guidance, the importance of feedback, ego-centric responses, and supervisors as focal points. The results of the present study are largely consistent with current literature. Further research findings and research, practice, and training recommendations are provided.

A Review of the Expectations of Speech-Language Pathology Externship Student Clinicians and Their Supervisors

Students bring skills gleaned from academic learning and any previous university clinic internship experiences to externship clinical placements. Speech-language pathologists (SLPs) in their personal work settings share their caseload, supervise, and guide these novice professionals as they advance their clinical skills in preparation for independent practice. Supervisors and student clinicians with varying skills, goals, and previous supervision experiences have expectations for these final placements that can impact the effectiveness of the supervisory relationship and experience. Educational theories indicate that a strong supervisory relationship is built on practices of modeling, active listening, and facilitative learning as students mature toward independent evidence-based practices and decisions, with supervisors that offer constructive feedback and encouragement. Supervisors should work to create an atmosphere that fosters trust and openness to promote the most effective supervisory relationship with their supervisees. An important component of an effective working relationship is to be aware of expectations and a willingness to adapt to varying and/or changing expectations. Increasing understanding of expectations will create an opportunity to exchange information and build a strong, effective supervisory relationship. An awareness of students' expectations and perceptions allows supervisors to target the students' needs and personalize guidance to facilitate maximum growth in clinical skills.

Supervision learning as conceptual threshold crossing: when supervision gets ‘medieval’

ABSTRACTThis article presumes that supervision is a category of teaching, and that we all learn how to teach better. So it enquires into what novice supervisors need to learn. An anonymised digital questionnaire sought data from supervisors [n226] on their experiences of supervision to find out what was difficult, and supervisor interviews across campus [n7] sought to discover whether there were discipline differences among challenges. Findings suggest that supervision is often troublesome, and that lessons learned during supervision are irreversible, taking the learner to a deeper level of understanding, all aspects of threshold concept crossing. However, there was more that led me from threshold concept to conceptual threshold crossing theory: the darker themes of the data suggest that truly troublesome learning is more like that which occurs in early English literature, where threshold crossing is a common motif. Many early English stories show heroes in liminal, threshold spaces, often the forest, where their skills and methods are inadequate for ordeals. The result is their acquisition of what educational jargon might call leadership attributes and emotional intelligence. The title draws on Tarantino's [1994. Pulp fiction [Motion picture]. United States: Miramax Films] ‘getting medieval’ to mean threatening, unpleasant, off the edge of the known. Medieval English stories specialise in challenge: they focus on the doing, being and feeling of hard learning. When ongoing challenge from the unexpected troubles supervisors, it also enables, or forces, the acquisition of new attitudes, skills and attributes. I expand conceptual threshold crossing theory by adding the heuristic model of the medieval threshold crossing motif to interpret troublesome learning. Findings raise further research questions: how might novices avoid danger in the dark forest as they traverse their supervisory path and how can institutions support those who find themselves there.

Listening to student experiences of supervision

This article presents the findings from a qualitative study which explored student perceptions of their fieldwork supervision experiences and the relevance of this to key stakeholders in fieldwork. Participants perceived their supervision experiences were due to their understanding of the purpose and process of supervision; their assertiveness; supervisor experience and skill; the relationship and perceived compatibility between supervisee and supervisor, and luck. The implications identified from this study include the preparation of key stakeholders in fieldwork and the pivotal role and responsibility held by fieldwork coordinators in schools of social work.

An Exploration of Supervision Styles within Master's-Level Rehabilitation Counseling Internships

This cross-sectional study explored internship supervision experiences of interns in Council on Rehabilitation Education accredited programs (N = 73). Using the Supervisory Styles Inventory and a survey that measured confidence to perform rehabilitation counseling techniques, perceived effectiveness of supervision received, and demographic variables, I focused on four research questions: (a) What do interns perceive as the overall supervisory style of their supervisor? (b) Does supervisory style predict the perceived effectiveness of supervision? (c) Is there a relationship between effectiveness of supervision and demographic variables? (d) What is the relationship between confidence for rehabilitation counseling skills and perceived effectiveness of supervision? The results demonstrated that (a) interns rated supervisors high on all supervisory styles; (b) supervisory style predicts several, but not all, aspects of supervision effectiveness; (c) only the number of hours the intern reported completing was significantly related to supervision effectiveness (r = -0.28, p = .02); and (d) effectiveness of supervision was minimally related to confidence to perform rehabilitation counseling skills. Overall, supervisory styles alone do not predict the supervision outcomes measured in this study.

The Relation Between Supervisors' Big Five Personality Traits and Employees' Experiences of Abusive Supervision.

The present study investigates the relation between supervisors’ personality traits and employees’ experiences of supervisory abuse, an area that – to date – remained largely unexplored in previous research. Field data collected from 103 supervisor-subordinate dyads showed that contrary to our expectations supervisors’ agreeableness and neuroticism were not significantly related to abusive supervision, nor were supervisors’ extraversion or openness to experience. Interestingly, however, our findings revealed a positive relation between supervisors’ conscientiousness and abusive supervision. That is, supervisors high in conscientiousness were more likely to be perceived as an abusive supervisor by their employees. Overall, our findings do suggest that supervisors’ Big Five personality traits explain only a limited amount of the variability in employees’ experiences of abusive supervision.

The notion of professional identity among practitioners working with asylum seekers. A discursive analysis of practitioners’ experience of clinical supervision and working context in work with asylum seekers

The present study analyses interviews that were conducted with eight professionals who have provided therapeutic work to asylum seekers. It explores practitioners’ perspective on the impact of clinical supervision on their work as well as the impact of their working organisational context on the way they experience their professional identity. The findings of the study suggest that the experience of working with this population produces a notion of professional identity that offers a more politicised engagement with clinical work. This politicised notion of professional identity is reflected in the practitioners’ perspective on the use of clinical supervision as well as in the manner in which they position themselves within their organisational context.

They cant even agree! Student conversations about their supervisors in constructing understandings of the PhD

This paper examines conversations among doctoral students about their supervision experiences. It is a foray into their spare time, when they reflect through conversations, on encounters with their supervisors. While these conversations are usually stimulated by gossip around lifestyles, entertainment and frustration, they represent useful generative spaces for negotiating meaning around the complexities of doctoral supervision. We argue that, if student conversations are stimulated as critical spaces for engagement, where shared meaning about supervision experiences is discussed, they can promote effective student/supervisor interaction and enhance learning. This is to generate a debate that can turn student contestation over doctoral supervision into generative and productive mechanism for understanding the nature of such supervision. The data was collected using ethnographic strategies in the form of notes recorded by students at Wits and UJ.

Dispersion Theory of Abusive Supervision: Emergent Unit-Level Subordinate Retaliation

In this paper, I propose that abusive supervision is not equally experienced by all team members in a team. I describe how subordinates with an abusive supervisor react by abusing their supervisor in return and forming a coalition to abuse as a group, that is when unit-level abusive subordination emerges. Drawing on power- dependence theory (Emerson, 1962), I will describe why and how subordinates retaliate as a group against their abusive supervisor. In addition, using social network perspective and dispersion theory (Brown & Kozlowski, 1999), I will delineate when group-level retaliation emerges via compositional versus compilational processes (Kozlowski & Klein, 2000). The resulting model illuminates the different uniformity patterns of experiences of abusive supervision and the process of emergence of unit-level abusive subordination in response to abusive supervision.

Supervision or on personal and professional adult self-improvement

The idea of permanent professional self-improvement of teachers, professional staff, and case leaders, in other words, all associate professions within the social protection system, has had adherents for a long time, and has been built into the concept of lifelong learning in the knowledge society. Supervision is a widely accepted method of acquiring professional skills, improvement of professional competencies, and expert development. It is a process that enables the expert to adopt new professional knowledge through personal experience of individual or group supervision. Viewed from this perspective, this paper demonstrates the usual opportunities for organising supervision in social work, as well as particularities of ogranising this process in a school environment. In this sense, we provide a short overview of competencies possessed by a supervisor as a reflective practitioner within quality supervisory work. The paper describes the importance of developing personal and professional expert competencies regardless of the profession, through supervisory process of utilising a broader instrumentarium for solving everyday practice problems, with a concurrent emphasis on the idea of lifelong learning.

The Noninclusive experience of abusive supervision. Is it hot or is it cold and why it matters

This paper examines the relationship between abusive supervision and organizational inclusion. Drawing on justice theories and the recent conceptualization of inclusion, we argue that abusive super...

Problems of diagnostics and treatment of uterine tube cancer (clinical case)

The clinical case of seldom found pathology – primary cancer of the uterine tube including at the same time both epithelial and sarcomatous component of a tumor is described. Data on a cancer of a uterine tube which, being a rare tumor are submitted, is morphologically similar to an ovary carcinoma. Predictively significant factors for this tumor are the disease stage, volume of residual tumoral masses, SA-125 indicators, and also as those the vascular invasion, degree of a differentiation of a tumor and age of patients are considered. On the basis of our supervision and clinical experience we came to a conclusion that this clinical case emphasizes not specificity of a current and complexity of timely diagnosis of a disease. Thus, an actual task is research of this problem for the purpose of improvement of quality of early diagnosis of primary cancer of uterine tube and use of new modern methods of treatment.

Developing a researcher identity: A reflective narration of postgraduate students supervision experiences in a research project

Postgraduate students go through diverse experiences as they struggle with the construction of their identities towards becoming ‘researchers’. Such diversity is even more pronounced when they are supervised within a large-scale research project where they interact with a number of supervisors from different disciplines. This article analyses postgraduate students’ learning experiences on becoming researchers in a research project using situated learning theory. The analysis focuses on different experiences such as mentoring towards conference presentations and writing for publication. We suggest that in addition to the completion of doctoral or master's degrees, postgraduate supervision through large projects may facilitate the development of researcher identity and enhance institutions’ research outputs as long as there is trust, collaboration and devolution of power among the members of a research community of practice.

From Instrumentalization to Intellectualization

Our response to Melanie Harris, Carolyn Medine, and Helen Rhee’s roundtable introduction on their experiences as women of color in the religious studies classroom is mediated by our own experiences as women of color within a country (South Africa) where people of color are the majority population and yet remain a minority within the academy.1 Our response must also be seen within a higher education context that is increasingly “massifi ed” by the demands of a neoliberal global paradigm that seeks to “instrumentalize” knowledge production under the guise of such terms as social utility. Furthermore, knowledge production within this massifi ed context is linked to funding, thus providing the “hard sciences” with decided and increasing advantages over the human and social sciences. The experiences that inform our refl ections derive from a master’s program funded by the Church of Sweden in three African countries (Ethiopia, Tanzania, and South Africa). Our refl ections are restricted to our teaching and research supervision experiences within the two South African institutions: Stellenbosch University and University of KwaZulu-Natal. The master’s program is contained within an academic network that focuses on gender, religion/ theology, and sexual and reproductive health rights and is called the Gender, Religion, and Health (GRH) Program. The Church of Sweden identifi ed that the lack of access to sexual and reproductive health rights, which the United Nations articulated in its Millennium Development Goals (MDGs) three, four, and fi ve, was a result of religious and cultural beliefs, and faith leaders’ authorities in this area. We both work in the program, which commenced in 2013 and will continue until 2017. Each year, we enroll ten new master’s students who focus on the interface of sexual and reproductive health rights and religion in their core classes as well as in their thesis research. The program is consciously transdisciplinary in its pedagogy and research practice (due to the intersection of cognate disciplines of gender, religion, and health), hence it draws on a wide range of teaching expertise from the disciplines of sociology of religion, health, education, and of course, religion and theology.

An exploration of undergraduate medical students' satisfaction with faculty support supervision during community placements in Uganda

To produce health professionals who are oriented towards addressing community priority health needs, the training in medical schools has been transformed to include a component of community-based training. During this period, students spend a part of their training in the communities they are likely to serve upon graduation. They engage and empower local people in the communities to address their health needs during their placements, and at the same time learn from the people. During the community-based component, students are constantly supervised by faculty from the university to ensure that the intended objectives are achieved. The purpose of the present study was to explore student experiences of support supervision from university faculty during their community-based education, research and service (COBERS placements) and to identify ways in which the student learning can be improved through improved faculty supervision. This was a cross-sectional study involving students at the College of Health Sciences, Makerere University, Uganda, who had a community-based component during their training. Data were collected using both questionnaires and focus group discussions. Quantitative data were analyzed using statistical software and thematic approaches were used for the analysis of qualitative data. Most students reported satisfaction with the COBERS supervision; however, junior students were less satisfied with the supervision than the more senior students with more experience of community-based training. Although many supervisors assisted students before departure to COBERS sites, a significant number of supervisors made little follow-up while students were in the community. Incorporating the use of information technology avenues such as emails and skype sessions was suggested as a potential way of enhancing supervision amidst resource constraints without faculty physically visiting the sites. Although many students were satisfied with COBERS supervision, there are still some challenges, mostly seen with the more junior students. Using information technology could be a solution to some of these challenges.

아동상담자의 슈퍼비전경험과 역전이 관리능력 간 관계에서 대인관계성향의 중재효과

본 연구는 아동상담자의 슈퍼비전경험 및 대인관계성향과 역전이 관리능력 간 관계를 검토하고 슈퍼비전경험과 역전이 관리능력과의 관계에서 대인관계성향의 중재효과를 검증하는데 그 목적이 있었다. 서울, 경기, 인천 지역에서 만 18세 미만의 아동을 상담하고 있는 상담자 116명이 경력/훈련 질문지, 대인관계성향척도, 역전이요인검사(Countertransference Factors Inventory)를 완성하였다. 슈퍼비전경험과 역전이 관리능력 간 상관을 살펴본 결과, 슈퍼비전횟수로 측정된 슈퍼비전경험은 역전이 관리능력들 중 개념화기술과만 유의미한 정적 상관을 보였다. 상담자 대인관계성향과 역전이 관리능력 간 관계에서는 독립-책임적 대인관계성향과 동정-수용적 대인관계성향이 다섯 역전이 관리능력 차원들(자기통찰, 자기통합, 공감능력, 불안관리, 개념화기술)과 유의미한 정적 상관을, 그리고 반항-불신적 대인관계성향이 자기통합능력과 불안관리능력과 유의미한 부적 상관을 이루는 것으로 나타났다. 대인관계성향의 중재효과를 살펴본 결과, 슈퍼비전경험이 자기통합능력과 공감능력에 영향을 미치는데 있어 독립-책임적 대인관계성향과 반항-불신적 대인관계성향이 각각 중재 역할을 하는 것으로 나타났다. 또한 반항-불신적 대인관계성향은 슈퍼비전경험과 불안관리능력 사이를, 동정-수용적 대인관계성향은 슈퍼비전경험과 공감능력 사이를 중재하는 것으로 나타났다. 중재 효과들의 임상적 함의와 아동상담자의 역전이 관리능력 향상을 위한 슈퍼비전 방안들이 논의되었다.

Supervising Athletic Trainers' Perceptions of Graduate Assistant Athletic Trainers' Professional Preparation

Context Recent debate has ensued regarding the readiness of newly credentialed athletic trainers (ATs) to function as independent clinicians. Some ATs believe the professional preparation of athletic training students is not adequate. Objective To describe supervisors' perceptions regarding the preparation of college graduate assistants (GAs) to practice as independent practitioners. Design Consensual qualitative research. Setting Individual phone interviews. Patients or Other Participants Twenty-one collegiate ATs who had supervised GAs in the collegiate setting for a minimum of 8 years (16 men, 5 women; years of supervision experience, 14.6 ± 6.6 years). Participants who met the inclusion criteria were recruited via e-mail from the Board of Certification database and through snowball sampling. Interviews were conducted until data saturation occurred. Main Outcome Measure(s) Data were collected via phone interviews, which were recorded and transcribed verbatim. Data were analyzed by a 4-person consensus team, who independently coded the data and compared ideas until consensus was reached and a codebook was created. Trustworthiness was established through member checks and multi-analyst triangulation. Results Three themes emerged: (1) previous preparation, (2) shortcomings in GAs, and (3) suggestions for athletic training program improvement. Supervisors felt GAs were prepared academically, but there were some gaps in preparation, such as their ability to independently practice and their rehabilitation skills. Shortcomings were professional communication, role execution, and personality. Supervisors felt preparation could be improved by increasing time in clinical education, developing communication skills, and having increased experience with psychosocial intervention, rehabilitation, and nonorthopedic conditions. Conclusions Didactic preparation of GAs is the best it has ever been, yet new ATs still need more experience while being mentored by experienced ATs. Professional programs could implement standardized patient experiences to provide opportunities for new ATs to practice in communication or in other areas of weakness.

‘IF I FEEL LIKE THIS, HOW DOES THE CHILD FEEL?’ CHILD PROTECTION WORKERS, SUPERVISION, MANAGEMENT AND ORGANISATIONAL RESPONSES TO PARENTAL VIOLENCE

This study analysed workers’ experiences of supervision following interactions with hostile and intimidating parents. This analysis examined management and organisational responses to worker stress, and assessed the adequacy of support that workers received. An online survey was designed to collect data on workers’ experiences and free text responses were qualitatively analysed for references to the supervision they received in response to working with parents. 590 participants responded to the survey. 402 were qualified social workers, and 423 worked in child protection. Participants had experienced a range of violent behaviour from parents. The overwhelming theme in responses was the lack of support and supervision workers received, often in stressful and frightening circumstances. Approximately one quarter of participants only used organisational procedures, guidelines or protocols on dealing with hostile parents. Workers reported that mismanaged parental hostility affected their practice and the quality of protection that children received. The violence experienced had a significant negative impact on their personal and professional lives. Organisational responses in the form of supervision and education were often inadequate and resulted in children receiving reduced quality of protection. Recommendations for policy and practice change are discussed, with the aim of caring for workers and the children they protect.