Impact Of Clinical Supervision Research Articles

Impact of clinical supervision on the mental health nursing workforce: a scoping review protocol

IntroductionMental health nurses work in potentially unpredictable, stressful and complex environments that can lead to burn-out and high staff turnover. Clinical supervision is a formal and professional agreement between two...

Clinical Supervision and Principal Leadership's Influence on Teacher Performance

The purpose of this study is to evaluate and analyze: (1) the impact of clinical supervision on teacher performance; (2) the impact of principal leadership on teacher performance; and (3) the impact of clinical supervision and principal leadership combined on teacher performance. This is a quantitative study utilizing an ex post facto technique. This study was carried out at SMA Sub Rayon 18 Palembang, with a population of 265 teachers, and 159 persons were chosen at random as samples. Questionnaires are used to collect data. The validity test employs construction and content validity, and the reliability test use Cronbach's Alpha. The normality, linearity, multicollinearity, and hesteroscedasticity tests were used to examine the test criteria, and the data were analyzed using multiple linear regression approaches. The findings revealed that clinical supervision and principal leadership had a good and substantial influence on teacher performance.

Impact of clinical supervision on job satisfaction and emotional competence of nurses.

To evaluate the impact of implementing the SafeCare clinical supervision model on nurses' job satisfaction and emotional competence profile. This is a quasi-experimental study, with a sample of 28 nurses from a hospital in northern Portugal. A self-administered questionnaire was applied, used as pre and post-test, which included: sociodemographic and professional characterization; "Job Satisfaction Scale"; and "Veiga Emotional Competence Scale". We conducted descriptive statistical analysis and the Wilcoxon Test. A significant decrease in the nurses' satisfaction with hierarchical superior was observed in the post-test. No significant differences were found in the nurses' job satisfaction and emotional competence after the implementation of the SafeCare Model. The SafeCare Model needs improvement, suggesting increasing the amount of training time administered to nurses and strengthening the healthcare institution's link to the Model.

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.

On training supervision: unravelling a tangled web

This paper presents the impact of clinical supervision on once-weekly psychoanalytically-informed training psychotherapy. The development of Oedipus complex theory is presented, culminating in Britton's work on the triangular space that opens up by working through the complex. The geometry of psychic space is described to highlight the importance of supervision, especially when training in therapy. The theme of spiders and cobwebs emerging from the clinical material provides a powerful metaphor for the tensions in psychic space. In the course of this training, the trainee therapist was at times less able to benefit fully from supervision, and thus the third position partially collapsed. Vignettes from anonymised clinical work are presented in the three ‘phases’ of this therapeutic process, illustrating the impact of the presence – and relative absence – of supervision.

Enablers of and barriers to high quality clinical supervision among occupational therapists across Queensland in Australia: findings from a qualitative study.

BackgroundHealth professionals practising in countries with dispersed populations such as Australia rely on clinical supervision for professional support. While there are directives and guidelines in place to govern clinical supervision, little is known about how it is actually conducted and what makes it effective. The purpose of this study was to explore the enablers of and barriers to high quality clinical supervision among occupational therapists across Queensland in Australia.MethodsThis qualitative study took place as part of a broader project. Individual, in-depth, semi-structured interviews were conducted with occupational therapy supervisees in Queensland. The interviews explored the enablers of and barriers to high quality clinical supervision in this group. They further explored some findings from the initial quantitative study.ResultsContent analysis of the interview data resulted in eight themes. These themes were broadly around the importance of the supervisory relationship, the impact of clinical supervision and the enablers of and barriers to high quality clinical supervision.DiscussionThis study identified a number of factors that were perceived to be associated with high quality clinical supervision. Supervisor-supervisee matching and fit, supervisory relationship and availability of supervisor for support in between clinical supervision sessions appeared to be associated with perceptions of higher quality of clinical supervision received. Some face-to-face contact augmented with telesupervision was found to improve perceptions of the quality of clinical supervision received via telephone. Lastly, dual roles where clinical supervision and line management were provided by the same person were not considered desirable by supervisees. A number of enablers of and barriers to high quality clinical supervision were also identified.ConclusionWith clinical supervision gaining increasing prominence as part of organisational and professional governance, this study provides important lessons for successful and sustainable clinical supervision in practice contexts.

The influence of clinical supervision and its potential for enhancing patient safety - Undergraduate nursing students’ views

Objective: The clinical learning environment and supervision are crucial for the development of a professional stance and identity as well as for ensuring patient safety. This study aims to investigate the influence of clinical supervision provided to nursing students by nurse facilitators in hospital settings. An additional objective was to report the relationship between clinical supervision and patient safety. Methods: In this cross-sectional study, the sample consisted of 66 nursing students recruited after their clinical placement during the second year of the bachelor programme. Data were collected by means of questionnaires and analysed using a descriptive and explorative method. Results: Regarding the impact of clinical supervision, a moderately significant relationship was found between the three factors “Increased patient participation and problem solving”, “User involvement in terms of patient integrity” ( r = 0.48) and “Enabling patient and family member participation” ( r = 0.42) and the following Effects of Supervision Scale (ESS) factors; “Interpersonal skills” ( r = 0.47), “Professional skills” ( r = 0.50) and “Communication skills” ( r = 0.59). There was also a moderately significant relationship between the factors “Trust/Rapport” and “Influence of supervision” for the item “Supportive yet challenging relationships” ( r = 0.60). In addition, there was a strong correlation between the factors “Supervision advice/support issues” and “Influence of supervision” ( r = 0.73). The former correlated weakly with “User involvement”, i.e. , maintaining integrity ( r = 0.33).

Attending to Crisis-Based Supervision for Counselors: The CARE Model of Crisis-Based Supervision

This manuscript explores the impact of clinical supervision on the reduction of stress for professional counselors working with clients that experience crisis on a routine basis. The therapeutic relationship, posttraumatic growth, and vicarious trauma will be outlined to demonstrate the necessity for meaningful, crisis-based supervision. A review of the literature underlining existing models of addressing crisis and clinical supervision is examined. A model of clinical supervision will be proposed that incorporates existing models and the significance of empathy in the counselor-supervisory relationship.

The impact of clinical supervision on counsellors and therapists, their practice and their clients. A systematic review of the literature

AbstractIn 2005 the British Association for Counselling and Psychotherapy (BACP) commissioned a systematic review of the research evidence related to the impact of supervision on counsellors and psychotherapists, their practice and their clients. This paper reports on some of the findings of this review, specifically from articles published in this area since 1980. Detailed inclusion and exclusion criteria were agreed. EPPI‐Reviewer software was used to organise and analyse the articles that met the inclusion criteria. This article reviews 18 individual published studies. The quality of evidence is variable, but supervision is consistently demonstrated to have some positive impacts on the supervisee.

Transfer of communication skills training from workshop to workplace: The impact of clinical supervision

Objective Recent studies have recognised that the communication skills learned in the training environment are not always transferred back into the clinical setting. This paper reports a study which investigated the potential of clinical supervision in enhancing the transfer process. Methods A randomised controlled trial was conducted involving 61 clinical nurse specialists. All attended a 3-day communication skills training workshop. Twenty-nine were then randomised to 4 weeks of clinical supervision, aimed at facilitating transfer of newly acquired skills into practice. Assessments, using real and simulated patients, were carried out before the course, immediately after the supervision period and 3 months later. Interviews were rated objectively using the Medical Interview Aural Rating Scale (MIARS) to assess nurses’ ability to use key skills, respond to patient cues and identify patient concerns. Results Assessments with simulated patients showed that the training programme was extremely effective in changing competence in all three key areas. However, only those who experienced supervision showed any evidence of transfer. Improvements were found in the supervised groups’ use of open questions, negotiation and psychological exploration. Whilst neither group facilitated more disclosure of cues or concerns, those in the experimental group responded more effectively to the cues disclosed, reduced their distancing behaviour and increasing their exploration of cues. Conclusions The study has shown that whilst training enhances skills, without intervention, it may have little effect on clinical practice. The potential role of clinical supervision as one way of enhancing the clinical effectiveness of communication skills training programmes has been demonstrated. Practise implications This study raises questions about the effectiveness of training programmes which do not incorporate a transfer element, and provides evidence to support the need for clinical supervision for clinical nurse specialist.

Clinical supervision and support for nurses: an evaluation study

Clinical supervision and support for nurses: an evaluation study Aim. To assess the effects of clinical supervision and informal support on qualified nurses. Rationale. Earlier small‐scale research studies have provided conflicting evidence about the impact of clinical supervision, hence the need for this larger‐scale study. Design. Survey design drawing on an opportunity sample of 211 qualified nurses from 11 randomly selected hospital and community NHS Trusts in one region in England. Quantitative data collection used the Maslach Burnout Inventory (MBI) and the Nursing in Context Questionnaire (NICQ), while qualitative data were based on written critical incidents. The analysis compared supervized with unsupervized nurses. Findings. The critical incident analysis revealed that supervized nurses continued to use informal support networks as well as their supervision sessions to discuss clinical issues. The MBI found no significant differences in levels of burnout between supervized and unsupervized nurses. However, the NCIQ detected some statistically significant differences, with supervized nurses reporting a more listening and supportive management, coping better at work and feeling that they had better access to support than unsupervized nurses. Closer analysis found that this positive finding was particularly strong among the more junior supervized nurses. Conclusion. Where resources are limited, it is better to concentrate on providing clinical supervision to more junior grades of nurses as a valued form of support during their early years as qualified practitioners.

Clinical supervision and support for nurses: an evaluation study

To assess the effects of clinical supervision and informal support on qualified nurses. Earlier small-scale research studies have provided conflicting evidence about the impact of clinical supervision, hence the need for this larger-scale study. Survey design drawing on an opportunity sample of 211 qualified nurses from 11 randomly selected hospital and community NHS Trusts in one region in England. Quantitative data collection used the Maslach Burnout Inventory (MBI) and the Nursing in Context Questionnaire (NICQ), while qualitative data were based on written critical incidents. The analysis compared supervized with unsupervized nurses. The critical incident analysis revealed that supervized nurses continued to use informal support networks as well as their supervision sessions to discuss clinical issues. The MBI found no significant differences in levels of burnout between supervized and unsupervized nurses. However, the NCIQ detected some statistically significant differences, with supervized nurses reporting a more listening and supportive management, coping better at work and feeling that they had better access to support than unsupervized nurses. Closer analysis found that this positive finding was particularly strong among the more junior supervized nurses. Where resources are limited, it is better to concentrate on providing clinical supervision to more junior grades of nurses as a valued form of support during their early years as qualified practitioners.