Individual Supervision Research Articles

CORRELATION INDIVIDUAL CHARACTERISTIC AND SAFETY COMMUNICATION WITH COMPLIANCE OF STANDARD OPERATIONAL PROCEDURE AMONG WORKERS IN SHIPYARD INDUSTRIES

Background: The compliance of standard operational procedure in work at height is one of the major factors which has big impact to health and safety in the workplace because it has high risk potensial of accident. The purpose of this study was to determine correlation between individual characteristic and safety supervision with compliance of standard operational procedure in work at height workers PT PAL Indonesia (Persero) Surabaya. Materials and Methods : This study used observational, cross-sectional design with population of Maintenance and Repairing division, PT PAL Indonesia (Persero) Surabaya totaling 40 workers. Data analysis conducted by using quantitative data in crosstabb and SPSS to determine correlation in each variable. The variables of this study were individual characteristic consist of age, work period, education, safety knowledge, safety communication and compliance of standard operational procedure. Result : Result showed mostly respondent were 20-30 years old, has worked for 5-10 years, last education was SMA and had good knowledge about safety. Safety communication was good. Most of respondent were in complies categories. From statistic test, it showed that correlation between individual characteristic (age, work period, education) with compliance of standard operational procedure were weak (r<0,4). Correlation between safety knowledge and safety communication with compliance of standard operational procedure were strength(r>0,5). Conclusion : The main variables which have impact to compliance of standard operational procedure was safety communication and safety knowledge. It is necessary to improve skill of worker throught involved them on work at height sertification and improve safety communication with giving recently news about how to work safely. Keywords : Knowledge, Communication, Compliances, Standard Operational Procedure

Application of individual supervisory nursing in tooth extraction under electrocardiography monitoring

Objective To explore the effects of individual supervisory nursing in tooth extraction under electrocardiography monitoring, so as to provide a reference for improvement of nursing method for patients. Methods From August 2016 to August 2017, we selected 200 patients with tooth extraction under electrocardiography monitoring in Beijing Stomatological Hospital, Capital Medical University. All of the patients were randomly divided into experimental group and control group, 100 cases in each group. Patients of control group received routine nursing, while patients of experimental group were treated with individual supervisory nursing. We compared the blood pressure, heart rate, anxiety, whether to need intraoperative first aid as well as the surgery whether to terminate among patients in two groups. SPSS 21.0 was used to statistical analysis to the data. Results There were statistical differences in the systolic pressure, diastolic pressure and heart rate between experimental group and control group before tooth extraction (P<0.01) . The incidence of anxiety in dentistry, first aid and complement of surgery of patients tooth extraction under electrocardiography monitoring in experimental group were better than those in control group with significant differences (P<0.05) . Conclusions Individual supervisory nursing could improve anxiety of angiocardiopathy patients with tooth extraction under electrocardiography monitoring, and reduce the incidence of first aid and promote the completion rate of surgery. It is appropriate for being used widely in clinical application. Key words: Nursing care; Electrocardiography monitoring; Tooth extraction; Individual supervision

An interprofessional internship model for training master’s level social work and counseling students in higher education settings

ABSTRACTThe mental health needs of college students are steadily on the rise, which compels mental health service providers and educators to explore innovative ways to provide more collaborative, supportive, and interdisciplinary service models of practice and professional training. Graduate programs in social work and counseling are at the crux of producing internship training programs to help accommodate the influx of students with persistent mental health concerns across a variety of needs and cultures. This article describes an interprofessional internship program structured and designed to meet the clinical training needs of master’s level students matriculating in social work and counseling who aspire to provide mental health services in higher education settings. The interprofessional internship training model proposes an innovative interdisciplinary approach to field education which may result in positive training outcomes and learning experiences for social work and counseling students. This paper discusses the model’s emphasis on individual and interdisciplinary group supervision, objectives of the internship experience, internship site criteria, and professional and personal benefits to pre-service social workers and counselors. Recommendations for training and limitations of the model are provided.

Teknik Supervisi Individual Untuk Meningkatkan Kemampuan Guru Mata Pelajaran Fisika di SMA

INDIVIDUAL SUPERVISION TECHNIQUES TO IMPROVE THE ABILITY OF PHYSICS TEACHERS IN HIGH SCHOOL (SMA). The aim of this study is to know how the process of implementation of supervision techniques individual for teacher in academic supervision and improve the ability of physics teachers in the implementation of the learning process. Physics teachers who are subjects of science interest in high school still experience some obstacles in the implementation of learning. In general, the problem covers: the understanding of the Minister of National Education Regulation No. 65 of 2013 on Process Standards of Education by both teachers and principals is not evenly distributed; the implementation of academic supervision by the principal is often done just to meet the administrative demands, especially before the accreditation of schools. Based on these problems, then research on academic supervision with individual meeting supervision techniques is very important to be implemented, given the ability of teachers in the learning process is still problematic. Based on the results of the study, academic supervision with individual supervision techniques is able to competency of Physics teachers in high school (SMA).

Should first-year doctoral students be supervised collectively or individually? Effects on thesis completion and time to completion

ABSTRACTWhether supervision of doctoral students is best pursued individually or collectively is a recurring but unresolved question in debates on higher education. The rarity of longitudinal data and the common usage of qualitative methods to analyse a limited number of cases have left the effectiveness of either model largely untested. To assist with overcoming these problems, this paper reports on a study of 145 individuals admitted to a specific doctoral programme between 1991 and 2014. It analyses the effects of either individual or collective supervision during the first year of the programme on the probability of thesis completion and the time to thesis completion. Group means, Cox regressions, Kaplan–Meir curves and Ordinary Least Square regressions are calculated on the basis of the number of months spent by each doctoral student in the programme without defending a thesis. Studied in these ways, it appears that collective supervision in the first year significantly increases the probability of thesis completion and decreases the time to thesis completion. Collective supervision may have this effect as it enhances peer learning, creates a wider academic learning context, allows doctoral students to gradually acquire the values and behaviours of a research practice community and reduces the risk of premature selection of permanent supervisors.

Elastic Resistance Effectiveness on Increasing Strength of Shoulders and Hips.

Picha, KJ, Almaddah, MR, Barker, J, Ciochetty, T, Black, WS, and Uhl, TL. Elastic resistance effectiveness on increasing strength of shoulders and hips. J Strength Cond Res 33(4): 931-943, 2019-Elastic resistance is a common training method used to gain strength. Currently, progression with elastic resistance is based on the perceived exertion of the exercise or completion of targeted repetitions; exact resistance is typically unknown. The objective of this study was to determine whether knowledge of load during elastic resistance exercise will increase strength gains during exercises. Participants were randomized into 2 strength training groups, elastic resistance only and elastic resistance using a load cell (LC) that displays force during exercise. The LC group used a Smart Handle (Patterson Medical Supply, Chicago, IL, USA) to complete all exercises. Each participant completed the same exercises 3 times weekly for 8 weeks. The LC group was provided with a set load for exercises, whereas the elastic resistance only group was not. The participant's strength was tested at baseline and program completion, measuring isometric strength for shoulder abduction (SAb), shoulder external rotation (SER), hip abduction (HAb), and hip extension (HEx). Independent t-tests were used to compare the normalized torques between groups. No significant differences were found between groups. Shoulder strength gains did not differ between groups (SAb p > 0.05; SER p > 0.05). Hip strength gains did not differ between groups (HAb p > 0.05; HEx p > 0.05). Both groups increased strength because of individual supervision, constantly evaluating degree of difficulty associated with exercise and providing feedback while using elastic resistance. Using an LC is as effective as supervised training and could provide value in a clinical setting when patients are working unsupervised.

Nursing students' perceived stress, coping strategies, health and supervisory approaches in clinical practice: A Slovak and Czech perspective

ObjectivesTo investigate the relationship between supervisory approaches in clinical practice on the one hand, and nursing students' level of experience, perceived stress, coping strategies and physio-psychosocial status on the other. DesignA cross-sectional descriptive study. MethodsThe sample consisted of 275 nursing students enrolled in bachelor's degree programs in the Czech Republic and Slovakia. Participants provided data on background characteristics as well as completing the following instruments: Perceived Stress Scale; Physio-Psycho-Social Response Scale, and Coping Behavior Inventory. Relationships were examined by parametric Pearson correlations and multiple regression analyses. For group comparisons, multi-factor analysis of variance procedure was performed. ResultsExperienced nursing students perceived higher levels of stress than novice students. Slovak students subject to traditional group supervision by nursing teachers reported higher stress levels related to teachers, peers, lack of professional knowledge and skills, while also reporting a higher frequency of avoidance behaviors; and less frequent problem-solving activity than Czech students under individual supervision by clinical mentors. Clinical stressors accounted for 22% of variance in the students' physical, psychological and social health. Academic stressors accounted for only 5% of variance and avoidance behaviors only 2% of variance in student's physical, psychological and social health. ConclusionsThese results suggest that the stress or anxiety perceived by nursing students is acounted for mainly by clinical stressors. Further studies should focus on identifying other predictors (personal, external) of students' physical, psychological and social health and also examine the effectiveness of specific stress management programs and, individual supervisory approaches in reducing the intensity and, the negative effects of stressors.

Individual Supervision to Enhance Reflexivity and the Practice of Patient-Centered Care: Experience at the Undergraduate Level.

This article reports on what is at work during individual supervision of medical students in the context of teaching breaking bad news (BBN). Surprisingly, there is a relative lack of research and report on the topic of supervision, even though it is regularly used in medical training. Building on our research and teaching experience on BBN at the undergraduate level, as well as interviews of supervisors, the following key elements have been identified: learning objectives (e.g., raising student awareness of structural elements of the interview, emotion (patients and students) handling), pedagogical approach (being centered on student's needs and supportive to promote already existing competences), essentials (e.g., discussing skills and examples from the clinical practice), and enhancing reflexivity while discussing specific issues (e.g., confusion between the needs of the patient and those of the student). Individual supervision has been identified as crucial and most satisfactory by students to provide guidance and to foster a reflexive stance enabling them to critically apprehend their communication style. Ultimately, the challenge is to teach medical students to not only connect with the patient but also with themselves.

Most and Least Helpful Events in Three Supervision Modalities

The authors conducted a content analysis of supervisors’ (n = 10) and supervisees’ (n = 31) descriptions (n = 707) of most and least helpful significant events in individual, group, and triadic supervision across 1 semester. Categories by group for each modality and areas of agreement and disagreement are highlighted.

’We are much more reflective aren’t we?’: The role of the educational psychologist in providing supervision in schools

This article considers the role of the educational psychologist (EP) in providing individual supervision sessions in an educational context. Supervision in an educational context is an area of growing interest, with increasing literature supporting its use in this area (e.g. Hulusi &amp; Maggs, 2015; Bartle &amp; Trevis, 2015; Soni, 2015). This article describes how one EP provided individual supervision sessions to four school staff over the course of one term which was evaluated using semi-structured interviews. Although this is a short-term study, with limited generalisability, it highlights the positive impact of individual supervision sessions on staff practices within the classroom as well as their overall wellbeing. This adds to the existing literature in advocating for the role of EPs in providing supervision to school staff.

Expert understandings of supervision as a means to strengthen the social service workforce: results from a global Delphi study

ABSTRACTLearning on how effective social work supervision can strengthen the social service workforce is especially limited in low- and middle-income countries. To address this gap, this paper draws from a global study examining practices and approaches to effectively strengthen the social service workforce. Using a Delphi consensus methodology, the study provided a highly structured means to distil key lessons learned by experts across a range of practice and geographical settings. Over three phases, 43 global experts identified and rated the most effective practices and approaches to strengthen the social service workforce. The findings specific to supervision indicate that most experts strongly agree that access to quality supervision is important. There is also agreement related to the ways in which supervision should be carried out including: individual and group supervision, roleplaying, constructive feedback on practice, and flexibility in the supervisor–supervisee relationship. However, there is still indecision as to whether supervision should be non-hierarchical and egalitarian or, alternatively, directive and regulative. Finally, there was disagreement as to whether supervision should be incentivized. The diversity of participants’ examples suggests that the concept of ‘supervision’ is likely to be subject to highly localized variations that will challenge attempts at creating universally applicable paradigms.

What influences palliative care nurses in their choice to engage in or decline clinical supervision?

Clinical supervision (CS) has been around since the early 1990s in the UK and has been endorsed by government and professional bodies. Levels of engagement range from 18% to 85%. To investigate what influences palliative care nurses in their choice to engage in or decline clinical supervision. A qualitative study was undertaken in an inpatient hospice in England and employed two focus groups to compare the views of participants and non-participants in CS. Data were audio recorded and transcribed verbatim by the researchers and analysed using systematic text condensation. Palliative care nurses all used informal team support for 'in the moment' support. Some engaged in formal CS to reflect 'on action' and to challenge practice. Nurses reported a lack of clarity regarding CS but, once this was overcome and engagement with CS was established, it led to changes in practice, identification of training needs and team building. The option of choice between group and individual supervision was found to be important. Group supervision led to enhanced understanding of group members which also led to team building, individual sessions were useful for individual issues. Protected time was essential for staff to be able to engage in CS. Staff who worked in larger teams reported higher levels of engagement, whereas a small team reported less need due to more informal team support. These findings are positive as they illuminate the importance of choice for support. Nurses need to be aware of their options for support and ultimately how this support affects the care they provide. The Palliative Care Nurse's Model of Support was developed, which shows the effects of each choice and how this may lead to team-building.

Medical students' perceptions of their learning environment during a mandatory research project.

ObjectivesTo explore medical students´ perceptions of their learning environment during a mandatory 20-week scientific research project. MethodsThis cross-sectional study was conducted between 2011 and 2013. A total of 651 medical students were asked to fill in the Clinical Learning Environment, Supervision, and Nurse Teacher (CLES+T) questionnaire, and 439 (mean age 26 years, range 21-40, 60% females) returned the questionnaire, which corresponds to a response rate of 67%. The Mann-Whitney U test or the Kruskal-Wallis test were used to compare the research environments. ResultsThe item My workplace can be regarded as a good learning environment correlated strongly with the item There were sufficient meaningful learning situations (r= 0.71, p<0.001). Overall satisfaction with supervision correlated strongly with the items interaction (r=0.78, p < 0.001), feedback (r=0.76, p<0.001), and a sense of trust (r=0.71, p < 0.001). Supervisors´ failures to bridge the gap between theory and practice or to explain intended learning outcomes were important negative factors. Students with basic science or epidemiological projects rated their learning environments higher than did students with clinical projects (χ2(3, N=437)=20.29, p<0.001). ConclusionsA good research environment for medical students comprises multiple meaningful learning activities, individual supervision with continuous feedback, and a trustful atmosphere including interactions with the whole staff. Students should be advised that clinical projects might require a higher degree of student independence than basic science projects, which are usually performed in research groups where members work in close collaboration.

Supervising the professional doctoral student

This article presents a discussion around issues of identity for part-time professional doctoral students. The current supervision arrangements of a professional doctoral programme were considered, using an exploratory study, to explore the idea that supervision for competent confident professionals should, in the early stages, focus on identity in addition to progress and process. Differing supervision models are discussed alongside ideas of identity development, more knowledgeable others and socialisation. It is suggested that individual academic supervision may focus too much on process and progress in the initial stages of professional doctorate programmes, and that supervision from a near peer in order to help students transition from the centre of their professional identity to the centre of a researcher identity may be of benefit. Alternative models are suggested for the leadership and the design of taught elements of these programmes, in order more fully to support the development of the competent professional’s research identity.

Learning ideals: Critical reflections on a near-peer initiative at Leeds.

This article was migrated. The article was marked as recommended. Previous definitions of peer-assisted learning portray the peer-teacher as a non-expert in teaching content and delivery. In this paper, we reflect on a near-peer initiative at our medical school which seems to depart from this definition. This initiative involves intercalating medical education students in the delivery of foundational sessions on professionalism for first year students for a full year, with individual supervision and support from an experienced teacher and extended medical education study. Reflections from a range of people involved are brought together to begin to understand the supportive features and challenges of near-peer teaching in our context and to identify areas for future research. These reflections highlight the potential for differences and contradictions in the ways that teachers and learners are understood within peer-assisted learning initiatives, and emphasize the need to consider the teaching context in peer-assisted learning scholarship.

Effectiveness of a Training Program to Enhance Clinical Supervision of State Vocational Rehabilitation Personnel

A training program to improve clinical supervision behavior, knowledge, self-efficacy, and working alliance among state vocational rehabilitation supervisors (SVRS) was studied. SVRS ( n = 180) were randomly assigned to either the control or experimental group. To further validate training effectiveness, counselors ( n = 350) who were assigned to both groups of supervisors also completed parallel outcome measures evaluating their supervisors’ performance. Results indicate differential impact when comparing changes across baseline, Posttest 1 (approximately 6 weeks after baseline), and Posttest 2 data collection (approximately 6 months after baseline) between both supervisory groups. Specifically, in comparison with the control group, supervisors who received the training reported greater changes at Posttest 1 regarding time spent in individual supervision, frequency, and time devoted to group supervision as well as perceived value in providing clinical supervision. Posttest 2 evaluation between groups noted differences in clinical supervision knowledge and behavior, frequency of individual supervision sessions, and time spent in group supervision. In contrast, counselors assigned to one of the supervisory groups reported few differences in parallel outcome measures. Although the intervention provided some support for its effectiveness for supervisors, further modifications are needed before a valid training model exists for rehabilitation counseling.

Rabbit Neutering in Primary-Care Education: Insights from a Surgical Clinic.

Involvement in canine and feline surgical neutering clinics is generally considered to be a key element of primary-care veterinary education, yet opportunities for veterinary students to develop their surgical skills with rabbit patients are uncommon. This is despite the fact that rabbits are currently estimated to be the third most popular companion animal species and the fact that the British Small Animal Veterinary Association (BSAVA) recommends that all non-breeding rabbits be neutered soon after they attain sexual maturity. We describe a pilot rabbit-neutering clinic designed to provide high-quality care for rabbit patients while offering opportunities for undergraduate surgical and case-management skills development. We report on the clinical outcomes for patients. Rates of morbidity (n=18) and mortality (n=1) were low. Of complications reported, the majority (n=16) were considered minor. Challenges included ensuring that staff and students were trained in the specific features of rabbit anesthesia and recovery behavior. We conclude that rabbit surgical clinics offer excellent learning opportunities for undergraduate veterinary students. With prior training in handling and close individual supervision, it is possible to achieve good clinical outcomes and to have a positive impact on the welfare of companion animal populations.

From foundations to frontiers: the status and perception of formulation teaching in Canadian English-speaking psychiatry residency programs

Aim of the studyFormulation is considered a key competence that should be taught during psychiatry training in residency. The scientific literature indicates shortcomings in teaching this clinical skill such as a lack of standardization and clear guidelines. The main objective of this research was to examine psychiatry residents’ perception regarding teaching of formulation in Canadian psychiatry residency programs.Subject or material and methodsAll Canadian psychiatry program directors in English programs were emailed a link for the study survey. The survey had a mix of closed and open-ended questions. With the exception of one Program Director, the survey link was distributed by all of the Program Directors. 116/661 (17.5%) of residents completed the survey.ResultsOverall, results of this survey indicated that residents did not feel very competent in their formulation skills, although they felt this was an important ability. Residents mostly learn it through individual supervision or through mentoring with a senior resident.DiscussionResidents suggested a more structured approach in teaching formulation, as well as adding a small group format or workshops.ConclusionsThis research could provide guidance to educators in developing new curricula in the context of the upcoming transition to the competence-based framework by the Royal College of Physicians and Surgeons of Canada.

Supporting teachers’ well-being in the context of schools for children with social, emotional and behavioural difficulties

ABSTRACTThe importance of nurture for the development of well-being has been extensively documented as has the importance of the relationship between education and well-being. Supervision is seen as an invaluable and essential resource for monitoring staff well-being and as a means of maintaining effective practice. This exploratory study had two aims. The first was to determine how teachers in two special schools in England, catering for pupils with social, emotional and behavioural difficulties, understood and experienced supervision and the importance they gave to it. The second aim was to explore the role of Educational Psychologists (EPs) in providing supervision. A qualitative research paradigm espousing an open-ended exploratory nature, using semi-structured interviews was employed. Convenience sampling and self-selection was used in relation to the participant teachers. Analysis of the data was undertaken using a conventional content analysis approach adopting a constructivist paradigm. The findings showed that there was a lack of consensus amongst teachers as to what supervision actually looked like in the real world of a special school. Teachers wanted objective, solution-focused and confidential support and opportunities to reflect; offload and feel contained. The provision of such support through supervision by EPs was less clear. There was a very limited perception of how EPs could play a role in promoting teacher well-being through supervision. Based on these findings, the authors propose approaches that utilise group supervision as well as individual supervision, the latter based on the principles of nurture and narrative practice highlighting a role for the EP in both approaches.

Adherence support strategies for exercise interventions in people with mild cognitive impairment and dementia: A systematic review.

Exercise-based therapy may improve health status for people with Mild Cognitive Impairment (MCI) or dementia but cannot work without adherence, which has proven difficult. This review aimed to evaluate strategies to support adherence among people with MCI or Dementia and was completed in Nottingham/UK in 2017. A narrative synthesis was used to investigate the effectiveness or usefulness of adherence support strategies. Fifteen adherence support strategies were used including theoretical underpinning (programmes based on behavior change theories), individual tailoring, worksheets and exercise booklets, goal setting, phone calls or reminders, newsletters, support to overcome exercise barriers, information, adaptation periods, individual supervision, support for clinicians, group setting, music, accelerometers/pedometers and emphasis on enjoyable activities. Music was the only strategy that was investigated in a comparative design but was found to be effective only for those who were generally interested in participating in activities. A wide range of adherence support strategies are being included in exercise interventions for people with MCI or dementia, but the evidence regarding their effectiveness is limited.