Implementation Of Clinical Supervision Research Articles

Implementation of Clinical Supervision by Primary School Supervisors in Narmada District, West Lombok Regency, Indonesia

Implementation of Clinical Supervision by Primary School Supervisors in Narmada District, West Lombok Regency, Indonesia

Clinical Supervision in Improving the Quality of Nursing Care: Empowerment of Medical-Surgical Hospitalization Teams

Objective. To analyze the impact of clinical supervision on the improvement of positivity rates and quality indicators of nursing practice for medical-surgical patients in a private healthcare unit. Methodology. Prospective interventional cohort study with a quantitative approach, to study the effect of supervision on indicators and indices of quality of care. Materials and Method. A quantitative approach through an interventional prospective cohort study and simple random sampling. Results. Of the n = 764 records of audits conducted on the quality of nursing practice that were analyzed, there were higher scores and positivity indices in both services after the implementation of clinical supervision. Conclusion. The practice of clinical supervision allows for the strategic monitoring of teams according to the results of audits on nursing care practices, thus raising the indices of positivity and quality indicators of nursing care practices with a direct impact on the patient.

PERAN KEPALA SEKOLAH SEBAGAI SUPERVISOR DALAM PELAKSANAAN SUPERVISI KLINIS DENGAN PENDEKATAN KOLABORATIF DI SD NEGERI 6 KOTA BANDA ACEH UNTUK MENINGKATKAN KETERAMPILAN GURU DALAM MENJELASKAN DAN MENGADAKAN VARIASI MENGAJAR

This research aims to find out whether the implementation of clinical supervision using a collaborative approach can improve teachers' skills in explaining and varying teacher teaching at SDN 6 Banda Aceh City. The type of research used was school action research (PTS) which was carried out at SD Negeri 6 Banda Aceh City. The subjects in this research were three teachers each teaching in classes III, IV, and V. Data was obtained by observation and documentation. Indicators are used as a measure of the success of the actions carried out in each cycle in this research. This research is said to be successful if the teacher's score for explanation skills and skills for providing variations in teaching has reached a score of 76 (Good) or greater than 90 (Very good). The research results showed that: (1) There was an increase in explaining skills with an average increase in explaining skills from cycle I of 67.21 (fair category), in cycle II of 81.11 (good category). (2) There was an increase in skills in carrying out teaching variations with an average increase in skills in carrying out teaching variations from cycle I of 67.14 (fair category), in cycle II amounting to 81.90 (good category). With an average increase per cycle, I and II for NK teachers of 13.81%, SF teachers of 14.64% and RN teachers of 14.53%. Implementing clinical supervision with a collaborative approach can improve teachers' explaining skills and providing variations in teaching at SD Negeri 6 Banda Aceh City

Effect of proctor's clinical supervision model on nurses' loyalty in a hospital in Subang, Indonesia

Background: In both personal and professional relationships, loyalty is crucial, and it can affect how we feel about organization we work for. This condition should get the attention of managers, who are directly responsible for the quality of nursing care. Supervision is part of the directing function. Its role is to ensure that all programmed activities are carried out properly and smoothly. Purpose: To determine the effect of proctors' model of clinical supervision on nurses' loyalty in a hospital in Subang. Methods: This research was conducted on nurses at X hospital in Subang using a quantitative research design with a cross-sectional approach. The total sampling was used with a total of 34 respondents. The data were analyzed using simple linear regression. Results: The results showed that the value of α: 8.055, β: 0.964, and the value of T-count: 5.934, with a significance value of 0.002. Clinical supervision of the proctor model has a significant positive effect on nurse loyalty. The magnitude of the effect of clinical supervision under the proctor model on nurse loyalty is 53.2 percent. Conclusion: Clinical supervision under the proctor model has a positive and significant effect on nurse loyalty. Proctor's model in the implementation of clinical supervision can improve nurses’ loyalty and enhance their performance to provide excellent nursing care. An effective supervision model that is successfully and continuously implemented is crucial.

Implementation of Clinical Supervision by the School Principle in Increasing the Quality of Learning at SMP Negeri 18, Banda Aceh City, Indonesia

Implementation of Clinical Supervision by the School Principle in Increasing the Quality of Learning at SMP Negeri 18, Banda Aceh City, Indonesia

IMPLEMENTASI SUPERVISI KLINIS DALAM PEMBELAJARAN FIQIH DI MADRASAH ALIYAH TARBIYATUL MUBTADIIN WILALUNG GAJAH DEMAK

Clinical supervision is carried out by the teacher with the hope of creating conducive and memorable learning conditions. Learning that is too monotonous or teacher-centered makes children less enthusiastic. Therefore, this study has the following to find and analyze processes, constraints, and solutions to obstacles that arise in the implementation of clinical supervision. Researchers use a type of qualitative research. Data collection techniques through observation, interviews, and documentation. The validity of the data was obtained through a triangulation process, including triangulation of data, sources, techniques, and time. data analysis techniques through the process of data collection, data reduction, data display, then drawing conclusions and data verification. The findings in this study are: 1) the process of implementing clinical supervision with the aim of obtaining quality learning with indicators of suitability, attractiveness, effectiveness, efficiency, and learning productivity; 2) Obstacles experienced: teachers have difficulties formulating competency indicators, determining the right method, making minimal use of media, and evaluating properly; 3) solution: teachers are more active and diligent in participating in MGMP; supervisors provide motivation to teachers, consult with peer tutors, seek facilities and infrastructure, apply teacher discipline, and conduct staff evaluations. The implication of this research is that education managers will have a better understanding of the role and function of supervision in the successful implementation of education.

PENERAPAN SUPERVISI KLINIS UNTUK MENINGKATKAN MUTU PROSES PEMBELAJARAN SDN 05 KOTO BESAR KECAMATAN KOTO BESAR DHARMASRAYA

This research originated from SDN 05 Koto Besar, Koto Besar District, that teachers need help planning and implementing the learning process in the classroom. The implementation of the learning process carried out by teachers of SDN 05 Koto Besar, Koto Besar District, Dharmasraya Regency, has yet to be following the Process Standards. The implementation of clinical supervision by the principal is primarily to meet administrative demands, especially in the face of school accreditation, and its implementation has not been referred to the Minister of National Education. Researchers conducted School Action Research (PTS) on SDN 05 Koto Besar, Koto Besar District teachers with a type of classroom visit technique action in clinical supervision to improve the teacher's ability to carry out the learning process. Through two cycles in August and September 2022, the most critical actions are carried out with planning, implementation, observation, and reflection stages. The results of these observations are discussed in the reflection stage to determine the follow-up in cycle II. The implementation of cycle II is based on the results of the reflection of cycle I. It is understood as material for preparing RPP and implementing the learning process that will be carried out in cycle II. The implementation of cycle II was carried out one month later. The reflection of cycle II is used as material for the inference of the results of this PTS. Thus, this pts concluded that the Class Visit Technique in clinical supervision is very effective in improving teachers' ability to implement the learning process. The improvement can be seen in the teachers of grades I to VI with excellent value to improve the quality of the learning process. Therefore, teachers, principals, and supervisors must increase their understanding of the Process Standards and implement them in the learning process (for teachers) and clinical supervision (for principals).

Clinical Supervision Model to Overcome Loss Learning in Elementary School Post Pandemic

The application of school principal supervision management is very much needed in post-pandemic learning. The problem of learning loss was found to be predominant among students in schools. This research is a school action research in the form of clinical supervision by the principal to overcome the loss of learning. The clinical supervision model has three stages: the first meeting, the observation, and the feedback meeting. School teachers as many as 12 people as research subjects. The data collection was carried out using clinical supervision observation sheets. The collected data is then analyzed. The result shows a score that can overcome the loss of learning. Scores in cycle I increased in cycle II. In cycle I, the average score was 70.00. Cycle II increased by 95.00 for the average score. The implementation of clinical supervision has several processes, from testing research instruments, and learning observations, to assessment. The study results show that clinical supervision can improve the quality of teacher learning in terms of overcoming the loss of learning in students.

Clinical Supervision Management in PAI Learning at SMP Maarif 1 Kebumen

Efforts to develop Islamic Religious Education (PAI) learning in schools/madrasas can actually utilize the clinical supervision model. However, in general, school/madrasah principals are reluctant to carry out clinical supervision for various reasons, and subject teachers are not brave enough to propose it. This paper aims to get a brief overview of clinical supervision management in PAI learning. The research was conducted briefly at SMP Maarif 1 Kebumen. The method used is field research, with data collection techniques through interviews, observation, and documentation, and the results are in the form of qualitative descriptive narratives, and the principal is the key informant from which other informants are then developed through the snowball sampling model. The results of his research are that clinical supervision at SMP Maarif 1 Kebumen is managed using the POAC management model, namely (a)planning is carried out at the beginning of the semester which is prepared by the principal and held a meeting with the deputy heads, and then socialized to teachers through the beginning of the semester meeting, (b)organizing using the delegation model, (c)delegating of further clinical supervision from the school principal to the vice principal in the curriculum field assisted by a number of senior teachers, (d)actuating as implementation of clinical supervision is carried out starting from checking the quality of lesson plans in samples related to materials, learning resources, and learning methods, inviting teachers whose lesson plans need improvement, and carrying out clinical processes and improving the quality of lesson plans, (e)controlling is carried out through closed meetings between school principals and the deputy head of curriculum and a number of senior teachers. Furthermore, supervision of PAI learning itself is directly carried out by the school principal. Controls, evaluations and repairs are completed by discussion and friendly chat but it works. The Javanese cultural approach has a positive impact on the implementation of clinical supervision. The end of clinical supervision activities is imputing data of the supervision score into the system.

Clinical Supervision Management in PAI Learning at SMP Maarif 1 Kebumen

Efforts to develop Islamic Religious Education (PAI) learning in schools/madrasas can actually utilize the clinical supervision model. However, in general, school/madrasah principals are reluctant to carry out clinical supervision for various reasons, and subject teachers are not brave enough to propose it. This paper aims to get a brief overview of clinical supervision management in PAI learning. The research was conducted briefly at SMP Maarif 1 Kebumen. The method used is field research, with data collection techniques through interviews, observation, and documentation, and the results are in the form of qualitative descriptive narratives, and the principal is the key informant from which other informants are then developed through the snowball sampling model. The results of his research are that clinical supervision at SMP Maarif 1 Kebumen is managed using the POAC management model, namely (a)planning is carried out at the beginning of the semester which is prepared by the principal and held a meeting with the deputy heads, and then socialized to teachers through the beginning of the semester meeting, (b)organizing using the delegation model, (c)delegating of further clinical supervision from the school principal to the vice principal in the curriculum field assisted by a number of senior teachers, (d)actuating as implementation of clinical supervision is carried out starting from checking the quality of lesson plans in samples related to materials, learning resources, and learning methods, inviting teachers whose lesson plans need improvement, and carrying out clinical processes and improving the quality of lesson plans, (e)controlling is carried out through closed meetings between school principals and the deputy head of curriculum and a number of senior teachers. Furthermore, supervision of PAI learning itself is directly carried out by the school principal. Controls, evaluations and repairs are completed by discussion and friendly chat but it works. The Javanese cultural approach has a positive impact on the implementation of clinical supervision. The end of clinical supervision activities is imputing data of the supervision score into the system.

Implementation of Learning Supervision in Improving Educator Performance

This study aims to describe the learning supervision activities carried out at Madrasah 'Aliyah Nahdlatul 'Ulama (MA NU) Banat. The research method used is descriptive qualitative, with the resource persons being the head of the madrasa and the teacher. In addition, researchers also made direct observations to explore data related to supervision carried out at MA NU Banat. The results of this study indicate that the implementation of supervision at MA NU Banat is carried out in 2 (two) models, namely academic supervision and clinical supervision. The steps in clinical supervision are divided into planning supervision, implementation of supervision and evaluation of supervision. The implementation of supervision is carried out in 4 (four) stages, namely interviews with supervisees, supervisees prepare and conduct clinical supervision, supervisors make observations and make assessment notes, feedback from the implementation of clinical supervision.

PENINGKATAN KINERJA GURU DALAM MENERAPKAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) MELALUI KEGIATAN SUPERVISI KLINIS

This study aims to determine the improvement of teacher performance in learning using the CTL learning model through clinical supervision at SMPN 1 Telen, Telen District, East Kutai Regency. carried out in 2 cycles with 2 meetings in each cycle. The research stages are planning, implementation, observation and reflection. The research subjects were class teachers at SMPN 1 Telen in the 2019/2020 academic year, totaling 10 people. Data collection techniques with observation and documentation activities. The data collection tool in this school action research activity uses 3 (three) assessment instruments, namely the Learning Implementation Plan Assessment (RPP), the Learning Planning Ability Assessment Instrument, and the Learning Implementation Ability Assessment Instrument, Evaluation, Follow-up. Data validation uses data and source triangulation. Data analysis used a qualitative descriptive technique. Based on data analysis, the results of the study indicate that the implementation of classroom supervision by the principal has proven to be successful in improving the performance of teachers for each subject at SMPN 1 Telen in managing the learning process by applying the contextual teaching and learning (CTL) learning model as evidenced by the increase in the results of observations carried out in 3 apeks. evaluation. In the aspect of the assessment of the Learning Implementation Plan (RPP) increased from 36.50 to 66.65 and 92.82 while the aspect of the assessment of the ability to plan learning increased from 53.62 to 77.66 and 88.61 and the aspect of the ability to carry out learning, evaluation, follow up continued from 54.24 to 75.73 and 84.47 at the end of the second cycle. Thus, it can be concluded that the implementation of clinical supervision has proven to be effective in improving the performance of SMPN 1 Telen teachers for the 2019/2020 academic year in implementing the contextual teaching and learning (CTL) learning model.

Supervisi Klinis Tingkatkan Kemampuan Perencanaan, Pelaksanaan, dan Evaluasi Pembelajaran Efektif di Gugus Melati

This study aims to describe the state of teacher performance in the upper grades of the Gugus Melati Elementary School Korwil Banyuurip in semester 1 of the 2021/2022 academic year. Supervisor observation data obtained by researchers when supervising learning. This type of research is School Action Research (PTS). The data collection method used is using the method of observation, monitoring, questionnaires, and instruments that describe the improvement of teacher learning. Researchers describe teacher performance in the form of a grid to get a picture of the condition of teacher performance both before the implementation of clinical supervision and after clinical supervision of effective learning is carried out. The data of this study were analyzed using a simple quantitative approach with the percentage technique. The results showed: (1) The initial condition of the learning device completeness score was 74.8% with a very good classification reaching 19%. Cycle I score 80.8% with the number of very good classification 23.8%. In the second cycle the score became 86.4 with the number of very good classifications reaching 38.1%. At the end of the third cycle the score was 96.3 with a very good number of 95.2 classifications. (2) The initial condition score of the aspect of the ability to implement learning is 74.8% with a very good classification reaching 0%. Cycle I scored 78% with a very good classification being 14.3%. In the second cycle, the score was 86.4 with the number of very good classifications reaching 38.1%. At the end of the third cycle the score was 89.4% with a very good classification of 85.7%. (3) The initial condition score for learning evaluation ability is 73.18% with a very good classification reaching 0%. Cycle I scored 79.2% with a very good classification of 23.8%. In the second cycle, the score was 83.5% with the number of very good classifications reaching 43.9%. At the end of the third cycle the score was 91.1% with a very good classification of 81.0%.

IMPLEMENTASI SUPERVISI KLINIS DI SD NEGERI UJUNG-UJUNG 01 KABUPATEN SEMARANG

Teachers sometimes have difficulty in teaching. Teachers need guidance in solving the problems. For this reason, clinical supervision is needed to overcome the problems experienced. From the results of the study, clinical supervision proved effective in improving teacher performance, increasing teacher professionalism and improving teacher quality. For this reason, a research was conducted on clinical supervision at SDN Ujung-Ujung 01 to find out the implementation of clinical supervision and the stages in its implementation, as well as to find out the obstacles and benefits of implementing clinical supervision. In this study, we used mixed qualitative and quantitative methods. From this research, it was found that clinical supervision in elementary schools has been implemented well. Although it has been implemented well, there are several obstacles in the implementation of clinical supervision, namely, teachers have not asked for clinical supervision and it takes many times to carry out clinical supervision. However, clinical supervision has benefits to overcome the problems in the classroom. Some recommendations for the headmaster is to socialize clinical supervision and its purpose so teachers are not afraid to be supervised.

Effectiveness of allied health clinical supervision following the implementation of an organisational framework

BackgroundClinical supervision makes an important contribution to high quality patient care and professional wellbeing for the allied health workforce. However, there is limited research examining the longitudinal implementation of clinical supervision for allied health. The aim of this study was to determine the effectiveness of clinical supervision for allied health at a regional health service and clinicians’ perceptions of the implementation of an organisational clinical supervision framework.MethodsA cross-sectional study was conducted as a phase of an overarching participatory action research study. The Manchester Clinical Supervision Scale (MCSS-26) tool was used to measure clinical supervision effectiveness with additional open-ended questions included to explore the implementation of the clinical supervision framework. MCSS-26 findings were compared with an initial administration of the MCSS-26 5 years earlier. MCSS-26 data (total scores, summed domain and sub-scale scores) were analysed descriptively and reported as mean and standard deviation values. Differences between groups were analysed with independent-samples t-test (t) and one-way between groups ANOVA.ResultsThere were 125 responses to the survey (response rate 50%). The total MCSS-26 score was 78.5 (S.D. 14.5). The total MCSS-26 score was unchanged compared with the initial administration. There was a statistically significant difference in clinical supervision effectiveness between speech pathology and physiotherapy (F = 2.9, p = 0.03) and higher MCSS-26 scores for participants whose clinical supervisor was a senior clinician and those who chose their clinical supervisor. Seventy percent of participants perceived that the organisation’s clinical supervision framework was useful and provided structure and consistent expectations for clinical supervision.ConclusionsClinical supervision was effective for allied health in this regional setting and clinical supervision effectiveness was maintained over a 5 year period. The implementation of an organisational clinical supervision framework may have a positive effect on clinical supervision for some professions.

UPAYA MENINGKATKAN KINERJA GURU DALAM PROSES PEMBELAJARAN MELALUI SUPERVISI KLINIS DI SMK AL-KAHFI SUMBAWA

Basically, performance is carried out by teachers in carrying out their duties and obligations as teachers and educators in schools who can describe their work performance in carrying out all of this, and it is clear that work as a teacher cannot be done by just anyone, without having certain skills and qualifications. as a teacher. Based on observations conducted by researchers at SMK Al-Kahfi Sumbawa, information was obtained that the supervision carried out by supervisors at SMK Al-Kahfi Sumbawa had not been able to optimize teacher performance professionally. Based on the initial integrated supervision study in the 2019/2020 academic year for the even semester of 12 teachers, an average teacher performance score of 80 was obtained. Teacher performance at SMK Al-Kahfi Sumbawa is included in the sufficient category. This is certainly used as the principal's motivation to improve teacher performance towards the good or very good category. there are 3 teachers who scored in the less category. The performance scores of the three teachers have not reached the minimum completeness criteria. The results of this study indicate that the factors that influence the performance of teachers in the learning process have not yet reached the KKM in aspects of planning, implementation and evaluation of learning outcomes. It is known by the number of respondents who compile learning plans by 65%, implementation of learning 68% and evaluation of learning outcomes by 69%. The implementation of clinical supervision is carried out in three cycles. The first cycle is the initial action. The second cycle is the observation of learning activities. The third cycle is feedback action. The results of clinical supervision showed an increase in teacher performance, namely the percentage of learning planning aspects to 82%, aspects of learning activities to 79% and aspects of evaluating learning outcomes by 85%.

Implementation of Clinical Supervision in Improving the Quality of Teacher Performance at Madrasah Ibtidaiyah

Clinical supervision is an important part of the management aspect in an effort to oversee the implementation of education (from managerial and academic aspects) to improve quality (processes and services) in educational institutions. This article aims to help or facilitate the schools and teachers of MIS Al-Ittihadiyah Pangkalan Mansyur in order to carry out their duties and responsibilities to the fullest. This study uses a descriptive qualitative approach. This means using a case study research design with a supervision instrument. So in analyzing it, the author uses interactive model data analysis, namely data reduction, data display and conclusion drawing/verification. This study shows that the implementation of clinical supervision in improving the quality of teacher performance at MIS Al-Ittihadiyah must be thoroughly reviewed, so that it can create qualified and competent and competitive teachers in the future. So as to be able to create human resources in accordance with the needs of the 21st century

Peningkatan Kemampuan Guru Dalam Manajemen Pengelolaan Kelas Di Masa Pandemi Covid-19

The purpose of implementing this PTKp activity is to improve the ability of teachers in classroom management during the Covid 19 pandemic through clinical supervision of supervisors. The research subjects were 9 teachers. Data collection techniques through observation techniques, and documentation techniques. Descriptive qualitative data analysis by comparing the results from before the action and after the action. The results of data analysis show that there is an initial condition that only reaches a mean score of 57.34 with LESS criteria, increases to 78.97 with ENOUGH criteria, and in the last cycle it becomes 89.88 with GOOD criteria, and individually per teacher in the initial condition there is not yet. teachers who were declared complete, increased to 5 teachers or 55.56% and in the last cycle to 9 teachers or 100%. From the explanation above, it can be concluded that the implementation of clinical supervision has been proven to improve teacher performance in classroom management at SDN 15 Perawang Semester 2 of the 2020/2021 academic year.

Clinical Supervision and Its Impact on Pedagogical Competence of Vocational School Teachers

Teachers must have the competences for the implementation of quality education. Therefore, teachers' quality of learning in the classroom has become the teachers' duty and responsibility. This study aims to explore the information about the effect of clinical supervision and self-efficacy on teacher pedagogic competence. The research site is at State Vocational High Schools. This study used a survey method with path analysis techniques and a causal quantitative approach, and the sample was 72 teachers using a simple random sampling technique or simple random sampling. The teacher who became the object of the research was determined using the sample technique formula from Slovin. The data analysis technique was performed using descriptive and inferential statistics by first doing the prerequisite analysis test, namely population normality and regression analysis. The study's findings show that school principals' success in the clinical supervision process will determine teachers' pedagogical competence. Competent teachers can learn well and increase student learning motivation to achieve and produce students who excel in their fields. This clinical supervision can be performed if carried out in the right and proper way. The school principal as a supervisor in the implementation of clinical supervision must promote togetherness, where the problems faced by teachers are joint problems that must resolve together.

Efektifitas Clinical Supervision terhadap Peningkatan Class Management Abilities Guru di Sekolah Dasar

This study was to determine the effectiveness of clinical supervision to improve the class management abilities of elementary school teachers. The research method uses action research based on clinical supervision in three cycles. Implementation of clinical supervision was attended by 24 representative teachers from 10 elementary schools in the Education Office of North Batukliang District, Central Lombok. Data collection was carried out through classroom observations and class management coaching tests and was described based on the results of the teacher's mastery achievement analysis. The results showed that the percentage of completeness in each cycle was obtained 37.5% in cycle-I, 62.5% in cycle-II, and 100% for cycle-III. It can be concluded that the implementation of clinical supervision is effective to improve the ability of elementary school teachers in conducting classroom management.