Model Of Clinical Supervision Research Articles

Testing Construct Validity of the Clinical Supervision Scale in Intensive Care Units at Tertiary Care Hospitals in the Northeast of Thailand

Clinical supervision is the process by which supervisors treat their supervisees through interpersonal relationships to help supervisees develop their knowledge of the ability to perform clinical duties to provide quality service. However, from the literature review, it was found that a tool for assessing supervisors’ clinical supervision has not been clearly developed, especially in the context of the Intensive Care Unit (ICU), which requires close supervision and monitoring of nurses to provide the highest level of safety for patients. Therefore, the research objective was to analyze the construct validity of the clinical supervision scale in the care units of tertiary hospitals in Northeast Thailand. Methods Participants were 234 nurses in intensive care units at tertiary hospitals located in Northeast of Thailand. Data were collected using a questionnaire as perceived by registered nurses based on the framework of Proctor’s model using the 18-item Clinical Supervision Scale. Content validity was explored by seven experts, and the Cronbach’s alpha coefficient for reliability was .967. EFA was conducted to identify factors affecting the function of clinical supervision. CFA was used to ascertain the model fit. Results The EFA showed a three-factor clinical supervision and CFA. The results indicated that the hypothesis model of clinical supervision showed goodness of fit with empirical data throughout the sample (Chi-square = 103.501, df = 100, p-value = .385, CFI = .999, GFI = .955, AGFI= .923, RMSEA =.012). These results were within acceptable ranges, which indicated that the construct validity of the clinical supervision scale in the intensive care unit was consistent with Proctor’s functions: promoting professional accountability and quality control (normative function), skill and knowledge development (formative function), and providing support and personal well-being (restorative function).

LMS-supported HyFlex clinical supervision model: Illuminating perspectives from teacher candidates in the department of English language teaching

This study presents a HyFlex Clinical Supervision Model supported by a Learning Management System (LMS). The model is designed to facilitate a seamless transition from face-to-face to remote education, particularly in unforeseen circumstances such as the COVID-19 pandemic. The primary aim is to understand the mode preferences of teacher candidates for various aspects of the teaching process, including receiving feedback on lesson plans, structuring teaching sessions, observation, being observed, and receiving feedback after teaching sessions during mentoring activities. The study included 58 fourth-year teacher candidates who were enrolled in English Language Teaching departments across six state universities in five regions in Turkey. Data was collected through an online questionnaire using Google Forms and interviews conducted via Zoom. The study uncovered diverse preferences among teacher candidates with regards to teaching sessions, observation methods, and feedback. The HyFlex clinical supervision model proposed is adaptable to both traditional and remote practicum settings.

The effect of the clinical supervision model on nursing internship students’ nursing process-based performance: an experimental study

BackgroundThe nursing process is a systematic method for identifying the patient’s problems and planning to resolve them. It is also a crucial pillar of high-quality nursing care. Nursing internship students may lack the necessary skills to implement the nursing process due to the increased independence, the absence of constant professorial supervision, and limited experience. The clinical supervision model is a method of clinical education that bridges the gap between theory and practice.ObjectiveThis study was conducted to investigate the impact of the clinical supervision model on the performance of nursing internship students in each of the five stages of the nursing process, as well as overall.MethodThis experimental study was conducted in 2022. The 70 eligible internship students were conveniently selected and randomly assigned to either an intervention or a control group. In the present study, the clinical supervision model was implemented for the intervention group, while the control group received routine supervision. This was carried out over six sessions in three months. The data collection was conducted using a researcher-developed checklist of nursing process-based performance in both groups. Moreover, the Manchester questionnaire was used to evaluate the model in the intervention group. The variables considered as confounding factors included age, gender, marital status, number of monthly shifts, and grades of the nursing process credit completed in the third semester. SPSS version 16 software, descriptive statistics (frequency distribution, percentage, mean, and standard deviation), and analytical statistics (independent t-test, chi square, repeated measures Anova and LSD) were used to analyze the data.ResultsIntergroup analysis revealed that there was no significant difference between the scores of nursing process steps and the total score before the intervention in the control and intervention groups, as well as in baseline characteristics (P > 0.05). According to the intragroup analysis, the intervention group showed a significant increase in both the total scores and scores of nursing process steps over time (P < 0.001), whereas the control group exhibited contradictory results (P > 0.05). Finally, the “P-Value Intervention” demonstrated the effectiveness of this training model in improving the performance of the intervention group based on the nursing process compared to the control group. The mean score of the Manchester questionnaire in the intervention group was 136.74, indicating the high impact of implementing the clinical supervision model in the intervention group.ConclusionThe results indicated that the implementation of the clinical supervision model led to improved utilization of the nursing process by nursing internship students at all stages. Therefore, it is recommended that nurse educators utilize the clinical supervision model by providing feedback on errors in action during supervision sessions to enhance the quality of nursing care provided by nursing internship students and improve patient safety in clinical environment.

Exploring the professional nurse advocate role and restorative clinical supervision.

The professional nurse advocate (PNA) role is the key enabler of delivery of the NHS England Advocating and Educating for Quality Improvement (A-EQUIP) model of professional nursing leadership and clinical supervision. The aim of the PNA role is to provide clinical, educational and well-being support to nurses through restorative clinical supervision. This article describes the PNA role and the A-EQUIP model and discusses some of the challenges experienced by nurses in relation to delivering care to older people and current workforce pressures. The author suggests that restorative clinical supervision may support nurses to manage these challenges and enhance their practice in the care of older people, and describes part of a workforce improvement project to illustrate this in practice. Finally, the author considers some of the barriers to implementation of restorative clinical supervision.

Academic Supervision of Madrasah Heads in Improving the Teacher’s Performance of Madrasah Tsanawiyah Negeri 2 Tangerang City

This research aims to understand and analyse the academic supervision of Madrasah principals in improving teacher performance at Madrasah Tsanawaiyah Negeri 2 Tangeran City. The research method used was descriptive method with a qualitative approach. Data collection techniques include observation, interviews and documentation. The data analysis technique includes four components, namely, data collection, data reduction, data presentation and drawing conclusions. The research results show that the academic supervision of the madrasa head in improving teacher performance at Madrasah Tsanawaiyah Negeri 2 Tangerang City includes checking the syllabus, annual program, semester program and lesson plans made by the teacher periodically. The supervision model used is a clinical supervision model with a collaborative approach and the techniques used include individual and group techniques. Scheduled supervision is carried out at the beginning and end of each semester, while informally it is carried out every day in guidance or coaching. The obstacles faced in the implementation of academic supervision of madrasa heads at Madrasah Tsanawaiyah Negeri 2 Tangerang City, the main obstacle is time. Factors that influence supervision include internal factors such as intellectual ability and personality, teaching motivation, concern of the madrasah principal, discipline and the presence of teachers.

Enhancing new graduate nurses and midwives person-centredness through clinical supervision during COVID-19; evaluation of a non-randomized intervention study.

The aim of the study was to evaluate a person-centred model of clinical supervision to enhance person-centredness. Experimental, quantitative. One hundred and three New Graduates were supported to reflect through a person-centred lens (July-December 2020). Evaluation was undertaken at 6 months using: the Manchester Clinical Supervision Scale-26 (effectiveness of supervision) and the Person-centred Practice Inventory (measures attributes of the nurse/midwife, the care environment and person-centred processes). Due to participation difficulties, scores were calculated by attendance rates using descriptive and inferential statistics. Regular attendees scored higher on the supervision's effectiveness; however, this did not reach efficacy. 'Finding time' to attend contributed to low scores. Supervision scored well on its supportive function when attended. Many New Graduates perceived a decline in their care environment. Attendance aside, New Graduates averaged an increased in their person-centred attributes and processes. Greater participation was found in those who scored higher at baseline on their person-centred attributes and processes, and this higher scoring continued at 6 months than those who attended less. New Graduates who perceive themselves as person-centred and reflective at baseline are more likely to attend a person-centred clinical supervision and score higher at 6 months than those who attended less often. New Graduates found support within supervision during challenging times. For successful implementation of Person-centred Clinical Supervision, New Graduates need support to attend, as attendance supports them to begin seeing value in the process. This intervention kept person-centred practice at the forefront of New Graduates reflection, in a time of extreme change. The research has implications for nursing and midwifery management with the imperative to deliver person-centred care and create the person-centred cultures for staff to feel supported and empowered. Transparent Evaluation of Non-randomized Designs (TREND). No patient or public contribution. New Graduates grow their person-centredness over their transitioning year; however, this can be enhanced with regular clinical supervision underpinned by person-centred theory. Clinical supervisors can provide support to New Graduates when the environment is challenged.

Nursing students' evaluation of clinical learning environment and supervision models before and during the COVID-19 pandemic: a comparative study.

The COVID-19 pandemic has required a rapid reorganization of clinical training and supervision models for nursing education. The aim of this study was to compare students' levels of perception of the quality of the Clinical Learning Environment (CLE) using two different clinical supervision models. A comparative design was implemented. A convenience sample of second and third-year undergraduate nursing students (n=127) in clinical training in the 2018/2019 Academic Year (AY) received the usual nursing staff supervision model, while during the COVID-19 pandemic in the following year, they (n=69) received an individualized supervision model. Data were collected using three instruments: the Clinical Learning Environmental Quality Evaluation Index (CLEQI); the Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T); and a socio-demographic tool. The mean total scores of both scales had increased in the second survey (CLEQI: M=57.88±11.8 vs. M=60.88±9.3, p=0.035; CLES+T: M=148.4±23.3 vs. M=154.5±21.9, p=0.037). The nursing students reported high levels of CLE quality with both supervision models, even though the individualized supervision model was rated significantly higher by the students than the staff supervision model. Students supported by a personal supervisor during clinical training had a more positive experience and rated the quality of the tutorial strategies, learning opportunities, safety and nursing care, leadership style of the ward manager and overall CLE more highly.

Adapting to Change: Investigating the Awareness of University Supervisors in ELT Field Regarding Their Changing Roles in the New Mentoring System in Turkey

Practicum plays an indispensable role in teacher education. In 2018, a new model called the Clinical Supervision Model (CSM) was put into practice in Turkey; however, there is no nationwide research study related to the evaluation of the practicum process and the model from the perspectives of the university supervisors (US). With this in mind, the current study aims at evaluating the mentoring system and the CSM from the perspectives of the university supervisors (US). The study also tries to reveal how aware are the supervisors of their changing roles in the new mentoring system. The study adopted a qualitative research design and 12 USs from ELT departments participated in the study. The results revealed that the perceptions of the USs involved in the process were positive towards the CSM with varying degrees. The challenges that the stakeholders face in the process and their awareness of the new roles was also identified in the light of the qualitative data.

Models of clinical supervision of relevance to remote area nursing & primary health care: A scoping review.

Nurses in remote primary health care settings work in difficult conditions, in isolated and disadvantaged communities, and often must work beyond their scope to provide advanced assessments and treatments to support the community. Therefore, remote area nurses require support to develop their skills and knowledge to work safely within their full scope of practice. Clinical supervision is widely used in health professions for this purpose; however, models of supervision for nursing have not been implemented or evaluated within remote primary health care settings. The purpose of this study was to search the literature to source suitable clinical supervision models that could pertain to the remote area nursing context. An initial search of the literature found no clinical supervision models developed for remote or isolated practice nurses so a scoping review was conducted searching for publications related to advanced practice generalist health practitioners in primary health care, including practice nurses, nurse practitioners and general practitioners. This was seen as a suitable substitute because the phenomena of interest were the model of supervision rather than the specific skills or knowledge being developed. The scoping review search yielded 251 articles from 5 journal databases of which 11 articles met the inclusion criteria. Each clinical supervision model was described and synthesised using qualitative description. The 11 models of clinical supervision had differing formats including; individual and group clinical supervision, in-person, telephone, medical records review and video case study. Whilst several models were described in the literature, none were directly transferrable to the remote area context. The absence of supervision for cultural safety was significant. There was a variety of modes including face-to-face, virtual, individual and group proposed. Cultural considerations were lacking in all of the models. Our study recommends a hybrid clinical supervision model suitable for consultation and validation through pilot testing with remote area nurses. There is potential for this model to be used globally in isolated contexts due to the option of virtual participation.

The RISE ME Clinical Supervision Model Based on Microsoft Teams to Enhance Teacher Performance

The development of the RISE ME clinical supervision model using the Microsoft Teams application is a model that integrates the Microsoft Teams application into the implementation of clinical supervision. This research aims to analyze the current implementation of clinical supervision, develop the model, and analyze the model's effectiveness on teacher performance. The research utilizes the Research and Development method. Data collection is done through interviews, questionnaires, and documentation. Data analysis is conducted descriptively and qualitatively. In this study, several challenges were found in the current implementation of clinical supervision by school principals, including low teacher initiative to request clinical supervision and a lack of flexibility in the implementation of clinical supervision. Based on the preliminary research, a technology-based clinical supervision model was developed and validated by experts, becoming a valid model. Furthermore, the model was tested on a limited scale, effectively improving teacher performance. The current clinical supervision model is still not effective. The needed clinical supervision model at present is technology-based. The developed model effectively improves teacher performance.

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.

Pharmacy professionals’ perceptions of educational supervision in primary care through the lens of Proctor’s model

BackgroundEducational supervision plays a vital role in postgraduate medical education and more recently in pharmacy and advanced clinical practitioner training in England. Proctor’s three-function model of clinical supervision (consisting of formative, restorative, and normative functions) is assumed to apply to educational supervision, but this has not been tested empirically. The aim of this study was to establish perceptions of the purpose of educational supervision from the perspective of primary care pharmacy professionals enrolled on a national training pathway in England.MethodsUsing a mixed methods design, data were collected using a validated 25-item online survey and respondents were invited to add comments explaining their responses. The survey was sent to all 902 learners enrolled on a postgraduate training pathway for pharmacy professionals working in primary care. Principal components analysis (PCA) was used to interpret patterns in the survey data, and framework analysis of qualitative free text comments was used to identify themes and aid interpretation of quantitative findings.ResultsOne hundred eighty-seven pharmacy professionals responded (response rate 20.7%). PCA extracted three factors explaining 71.5% of the total variance. Factor 1 corresponded with survey items linked to the formative function of Proctor’s model, while factor 2 corresponded with survey items linked to the restorative function. No items corresponded with the normative function. Framework analysis of qualitative free-text comments identified two themes: learning support, which corresponded with factor 1; and personal support, which corresponded with factor 2.ConclusionsThis study identified that pharmacy professionals perceived educational supervision to perform two functions, formative (educational) and restorative (pastoral), but did not perceive it to perform a normative (surveillance) function. Educational supervision has the potential to support allied health professionals advancing their roles and we suggest the need for more research to develop models of effective educational supervision which can inform practice.

Pilot study of a group clinical supervision model for medical students.

To trial a clinical supervision model with medical students, co-designed by students and clinicians, and evaluate its feasibility, acceptability, and perceived benefits. Two clinical supervision groups, one online and one face-to-face, were conducted for six one-hour sessions, over 12 weeks. Clinical supervision was evaluated through mixed methods including attendance levels, focus groups, and quantitative surveys. Thirteen students participated, including one rural and one regional group, each with a clinical supervisor. Attendance was 100%. Students viewed clinical supervision as a safe time for reflection on clinical experiences, validation from senior clinicians and peers, and connection to the medical community. Themes that emerged included strategies to prevent moral injury, self-care, and the need for a trusted clinical supervisor. The clinical supervision model received positive medical student evaluations and 100% attendance. This shows promise as an avenue to professionally support medical students as they navigate complex clinical training.

Exploring Administrators’ Use of Instructional Advisory Approaches in Enhancing Implementation of Structured Play Activities in Tanzanian Government Pre-primary Schools in Longido and Monduli Districts

This study examines the extent to which school administrators use instructional supervisory approaches in enhancing implementation of structured play activities in government pre-primary schools in Longido and Monduli Districts, in Arusha Region in Tanzania. The study was guided by Clinical Supervision Model developed by Goldhammar (1969,1993). Convergent research design was used because it allowed the researcher to collect quantitative and qualitative data so as to understand the problem in detail and triangulate the collected information. The sample consisted of 268 participants who were obtained through stratified, purposive and simple random sampling techniques. Data were collected through questionnaires, interviews, document analysis, and lesson observation. These tools were validated using triangulation and experts in the fields of research, administration and early childhood education. Reliability was ensured using. Cronbach alpha and triangulation techniques. Quantitative data were analyzed descriptively while qualitative data were analyzed using thematic analysis. The findings indicate the school administrators’ supervisory role on the implementation of structured play activities in pre-primary classes to be very low. Findings also show that school administrators used several approaches in supervising teaching and learning in pre-primary classes. These includes checking pre-primary teachers’ schemes of work and lesson plans, classroom observation, monitoring of pre-primary pupils’ progress and checking pre-primary pupils’ works. However, the approaches were moderately used by the school administrators. Structured play activities were also sparingly used. The study recommends that school administrators have to use instructional supervisory approaches to enhance application of the implementation of structured play activities in teaching and learning.

Restorative clinical supervision: a chance for change but are we ready?

In the wake of the COVID-19 pandemic, nurses are experiencing increasing stress, burnout and mental health problems. The Advocating and Educating for Quality ImProvement (A-EQUIP) model of clinical supervision aims to support staff wellbeing, promote positive work cultures and improve patient care. Although a growing body of empirical evidence supports the positive impact of clinical supervision, several individual and organisational barriers may impede the implementation of A-EQUIP in practice. Organisational culture, staffing and workforce pressures all affect employees' ability to engage with supervision, and organisations and clinical leaders must consciously work to sustain lasting change.

"The VA was the first place as a trainee that I felt like I had to hide many parts of myself": Lived experiences and recommendations for empowering transgender, nonbinary, and gender expansive VA psychology supervisors and supervisees.

Psychology trainees are increasingly diverse in terms of gender identity and gender expression (Lund & Thomas, 2022), yet clinical supervision models often overlook the unique needs, strengths, and experiences of transgender, nonbinary, and gender expansive (TNBGE) trainees and supervisors. The Department of Veterans Affairs (VA) remains the largest training network for psychology trainees and many American Psychological Association-accredited VA sites advertise focused training opportunities in lesbian, gay, bisexual, transgender, and queer health at both the internship and postdoctoral levels. As such, VA psychology training programs are uniquely positioned to impact the professional experiences of TNBGE psychology trainees and supervisors. Critical issues in supervision with TNBGE supervisees and supervisors in VA health care settings are reviewed utilizing themes and examples from the authors' lived experiences as TNBGE supervisors and supervisees. Recommendations are provided for supervisees, supervisors, and training directors in VA psychology training programs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Implementing a supervision model in community children's mental health: Experiences of supervisors and practitioners.

Supervision of staff in the helping professions is valued and considered important for effective service delivery, with expert consensus that the delivery of high-quality supervision strengthens the social service workforce. The demands of publicly funded settings provide compelling rationale for supervision to protect marginalized clients, while ensuring staff are supported in delivering quality services. As conceptual frameworks, models of supervision are one way to strengthen supervision through intentionally incorporating theory, best practices, and research. Theoretically grounded and integrative, the Stop Now and Plan (SNAP) clinical supervision model incorporates best practices, guidelines, and techniques informed by explanatory and practice theories, and research. This article presents a qualitative study exploring the experiences of supervisors and supervisees in children's mental health settings implementing this model of supervision for an evidence-based intervention. Reflexive thematic analysis was conducted using qualitative data collected from participant interviews (N = 20) directly following the completion of a 6-month implementation of the SNAP model of clinical supervision. Identified themes demonstrate the value of a structured model of supervision in supporting practitioner confidence, accountability, and professional development, while allowing supervisors to meet their responsibilities to their team and their organizations. The challenges associated with implementing a supervision model within publicly funded settings are highlighted, with suggestions for over coming these challenges provided. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Peer-Supervision of Nursing Professionals: A Shield Against Burnout

Introduction: Burnout is a major risk in healthcare professions and is a significant contributor to the current nursing shortage. Strategies to combat burnout of healthcare professionals are in desperate need. The purpose of this project is to introduce the clinical peer supervision model as a method to alleviate burnout in nursing professionals.

Enhancing the Paikem Learning Model's Applicability: The Clinical Supervision Model

This study aims to determine the increase in the ability of class teachers to implement the PAIKEM learning model through the application of clinical supervision with a collaborative approach at SDS Santa Lucia Sei Rotan. A sample of 10 people was determined based on a purposive sampling technique. The research was conducted in two cycles, each consisting of four stages: planning, implementing activities, observing, and reflecting. Data collection through interviews, observation, and documentation. The study's results concluded: (1) In the pre-cycle, teachers still needed to implement the PAIKEM learning model. (2) In the first cycle, the teacher's ability score to apply the PAIKEM learning model = 52.22 (very low). In the second cycle, the teacher's ability increased significantly, namely 95.46 (very good). (3) Student activity in the first cycle average score = 65 (poor category). There was a fairly high increase in the second cycle, with an average score = of 91.67 (very good). The findings of this study, through the application of clinical supervision with a collaborative approach, can improve the teaching abilities of class teachers with the PAIKEM learning model.

Getting a grip on Safewards: The cross impact of clinical supervision and Safewards model on clinical practice.

The Safewards model is used across various mental health settings to reduce incidents of conflict and containment and its efficacy in reducing the use of seclusion and restraint, improving patients' experiences of care, and enhancing safety within clinical settings is well documented (Bowers, Journal of Psychiatric & Mental Health Nursing, 21, 2014, 499). However, there are barriers to successful implementation, including level of staff buy-in (Baumgardt etal., Frontiers in Psychiatry, 10, 2019, 340; Price etal., Mental Health Practice, 19, 2016, 14). This mixed-method study assessed the impact of adopting a Safewards model within a clinical supervision framework in an approach, named Group Reflective integrated Practice with Safewards (GRiP-S), which integrates Safewards theory within the clinical supervision framework. Both quantitative and qualitative data were collected using the questions derived from the Manchester Clinical Supervision Scale -26© (Winstanley & White, The Wiley International Handbook of Clinical Supervision. John Wiley & Sons Ltd, 2014). A total of 67 surveys and eight interviews were completed by nursing staff. Overall, the results showed that the GRiP-S approach improves the implementation of Safewards and nurses' clinical practice. Nursing staff satisfaction with clinical supervision and Safewards improved post GRiP-S pre-GRIP-S- 69.54 (SD 16.059); post-GRIP-S 71.47 (SD 13.978). The survey also identified nursing staff's perception of GRiP-S in the restorative and formative domains of clinical supervision improved. The restorative mean score pre-GRiP-S was 28.43 (SD 5.988) and post-GRiP-S 29.29 (SD 3.951). The formative mean score pre-GRiP-S was 20.10 (SD 5.617) and post-GRiP-S 20.63 (SD 13.978). The qualitative results further explained the satisfaction levels and the changes seen in perception domains. The GRiP-S approach reported (i) improved therapeutic relationships and patient centred care, (ii) improved staff communication and teamwork, (iii) barriers to GRiP-S engagement, and (iv) assistance with the change process. The results indicate that the GRiP-S approach had a positive impact on Safewards delivery and supports ongoing change of practice.