Peer Group Supervision Research Articles

Introduction of a Peer Group Supervision Model for Experienced Counselors and Supervisors

Introduction of a Peer Group Supervision Model for Experienced Counselors and Supervisors

Pengaruh Supervisi dan Coaching Kepala Ruangan terhadap Kinerja Perawat

Objectives: To explore the effect of supervision and coaching by the head of the ward on nurses' performance. Methods: This study used a literature review method that involved surveying various sources such as journals, books, documentation, internet, and literature relevant to the object of research. PICOT framework was used to search for international online journals with the keywords “Supervision, Coaching, Nurse Performance. Results: The findings reveal that supervision and coaching provided by head nurses or nurse management significantly impact their performance. Research outcomes from various sources indicate that supervision, whether in the form of peer group supervision, clinical supervision, PRIMA, or ESA-C, demonstrate improvements in knowledge, attitudes, skills, and the evaluation of nursing care. Meanwhile, coaching, especially within training programs, has proven to assist in identifying individual and team needs, enhancing competence, and improving nurse performance by providing guidance, reflection, and necessary emotional support. Conclusion: Head nurse supervision and coaching play pivotal roles in enhancing nurse performance across various hospital contexts. When effectively implemented by leaders, these factors can elevate the quality of healthcare services provided by nurses in hospital settings.

Contribution of peer group supervision to nursing practice: An interpretive phenomenological study

AimTo provide insight into peer group supervision practices through understanding the lived experience of community health nurses. BackgroundThe recent Covid-19 health crisis highlights the importance of supportive mechanisms to sustain and retain nurses in the workforce. While the support of quality clinical supervision for registered nurses is recognised, the benefits and challenges of peer group supervision are less clearly articulated. DesignNurses’ experiences of peer group supervision in an Australian tertiary health service were explored using a Gadamerian philosophical hermeneutic approach. MethodSemi-structured in-depth interviews were conducted in 2021 and provided nurses with the opportunity to share their experiences of using the New Zealand Coaching and Mentoring Model of peer group supervision. The study included a total of 31 nurse participants across multiple community health contexts. Interview data were analysed using a hermeneutic approach from which themes arose. FindingsThe findings demonstrated that strong peer group supervision foundations that include personal and professional preparation and active participation are essential. Dual pillars of “the unique individual” and “the unique group” with responsibilities identified in each pillar that enable interactions and worthiness in peer group supervision practice. The foundations and pillars support peer group supervision in nursing practice to provide a mechanism for reflection, support and professional guidance. ConclusionsPeer group supervision is a worthy, contributory process in community health nursing when implementation processes are supported and teams are educated and prepared. Perceptions of peer group supervision are unique and varied across individuals. The individual experience has an impact on the group experience and vice versa. Knowledge of the process and group by participants is required to enable professional reflection through nursing peer group supervision.

The Social Work Online Team Training (SWOTT) toolkit: embedding team-based peer learning in continuous professional development

ABSTRACT Continuous professional development (CPD) underpins safe, effective practice by ensuring that social workers acquire and sustain up-to-date knowledge and skills. Additionally, CPD is critical to theoretically rooted, evidence-informed decision-making and intervention. Despite the reported benefits, there are many barriers such as high caseloads and the time required to participate. This paper presents the findings from a proof-of-concept study which piloted a new model for CPD: the Social Work Online Team Training (SWOTT) toolkit. Each themed toolkit incorporates research evidence and/or new theoretical frameworks and is built upon a team-based, peer learning approach. Toolkits have two components: an online module and peer group supervision using a complex case study. The pilot and evaluation integrated two data collection workstreams: a pre-intervention survey and a post-intervention survey; and interviews. Participants reported that the CPD was relevant, accessible, enabling them to refresh knowledge of core theory and acquire new theoretical and evidence-informed knowledge. The toolkit design facilitated deep learning as participants used the online training to critically discuss the complex case study using peer reflection. Overall, findings demonstrated the value of shared learning experiences through the combined modes of learning (online/in-person) resulting in evidence-informed CPD with real-world relevance to practice contexts.

The development and evaluation of an intervention to promote the uptake of preventive tasks by occupational physicians targeting work-related mental health problems: protocol for the IM-PROmPt-study

ObjectiveWork-related mental health problems are a major and growing public and occupational health issue. Although prevention of work-related disease is a central task in the work of occupational physicians, implementation of preventive tasks can still improve. The aim of this paper is to present the development of an intervention to support occupational physicians in the execution of preventive tasks and a protocol for its evaluation.MethodsAn intervention to support occupational physicians has been developed making use of the implementation mapping protocol. The intervention was based on barriers and facilitators for the execution of preventive tasks, input from stakeholders, and evidence-based strategies from literature.ResultsThe intervention consists of three peer group supervision meetings directed to preventive tasks. During these meetings, occupational physicians will receive materials and will use goal-setting to formulate their own action plans. The IM-PROmPt-study (Implementation of PReventive tasks by Occupational Physicians) is a two-armed cluster randomized controlled trial, comparing peer group supervision directed to the implementation of preventive tasks for occupational physicians with usual peer group supervision. The evaluation will include an effect and process evaluation to examine if the intervention is successful in supporting OPs to implement preventive activities, specifically aimed to prevent work-related mental health problems.DiscussionThe intervention is expected to lead to more knowledge and awareness of the value of prevention among OPs, anticipated to lead to both organizational and individual gains.Trial registrationISRCTN registry; ISRCTN15394765. Registered on 27 June 2023.

Trust-wide clinical neuropsychology peer supervision group: A service evaluation

This paper reports an evaluation of a monthly Trust-wide Clinical Neuropsychology peer supervision group set up in 2021 to respond to requests from clinicians for informal case discussions, whilst also providing group supervision for team members undertaking specialist Clinical Neuropsychology training. This evaluation was conducted to review how the group was received by attendees and facilitators, identify improvements, and address barriers to attendance. Group-specific questionnaires were completed by four facilitators and 21 participants. The findings suggested the group met its aims, and is consistent with many of the service and Trust aims and values. The majority of responses suggest the group has several benefits such as facilitating a space for reflection and exploring complex cases collaboratively. Both facilitators and participants felt their clinical practice was enhanced.

PO-2289 Radiation therapy students' perceptions of Peer Group Supervision: A pilot study

PO-2289 Radiation therapy students' perceptions of Peer Group Supervision: A pilot study

An Interpretive Phenomenological Analysis: School Counselor Trainees' Experience in Peer Group Supervision

An Interpretive phenomenological analysis was used to explore school counselor trainees’ lived experiences in peer group supervision while in a field practicum course. Utilizing seven participants, four superordinate themes were discovered including organization of the learning environment, understanding, believing, and skill development. Additionally, several sub-themes were found from their experiences. The findings shed light on how peer group supervision is beneficial to school counselors. Authors make recommendations and suggestions for training and practice of counselor educators.

Cross-disciplinary structured peer group supervision: school psychology and behavior analysis

ABSTRACT This paper describes the application of structured peer group supervision (SPGS) to support trainees in two distinct but interrelated professional training programs (i.e., school psychology and behavior analysis [online]) implemented within parallel supervision courses at the same university. SPGS was implemented virtually and synchronously and included members from both disciplines. Attention is given to the importance of supervision in school psychology and behavior analysis training and practice. The potential role of SPGS in supervision training is considered. Lessons learned from this cross-disciplinary collaboration are highlighted to enhance potential transferability for those wishing to similarly incorporate SPGS into supervision training.

INFLUENCE OF PEER GROUP SUPERVISION ON THE NURSE PERFORMANCE IN DRUG ADMINISTRATION

The number of deaths and disabilities is one of them due to errors in the administration of drugs. This can be prevented with optimal supervision. The purpose of the study was to determine the influence of Peer Group Supervision on the performance of nurses in drug administration. The study sample numbered 23 implementing nurses and 23 nurse leaders. The results of observation of the performance of nurses before being given supervision training at the head of the nurse (70%) are sufficient and after being given good performance training (100%). The results of the analysis found a meaningful influence of peer group supervision on the performance of nurses (p = 0.00) by showing a positive pattern. The better the leadership supervises, the performance of nurses is also increasing. Efforts to improve nurse performance by improving peer group supervision in a planned and scheduled manner, continuous training on supervision, and socialization of Standard Operating Procedures to nurses.

Evaluation of a model of online, facilitated, peer group supervision for dietitians working in eating disorders

BackgroundThe recently published Australia and New Zealand Academy of Eating Disorders (ANZAED) practice and training standards for dietitians providing eating disorder treatment recommended dietitians working in eating disorders (EDs) seek further clinical experience, training, and supervision to provide effective evidence-informed treatment. Access to dietetic clinical supervision is problematic, secondary to limited trained supervisors, location, cost, and lack of organizational support. Demand for clinical supervision increased with the 2022 introduction of ANZAED credentialing for eating disorder (ED) clinicians in Australia and addition of the Eating Disorder Management Plan to the Medicare Benefits Scheme. In 2018, QuEDS piloted a model of online peer group supervision with the goal of increasing service capacity to provide ED-specific clinical supervision to dietitians. Positive evaluation of the pilot led to the rollout of QuEDS Facilitated Peer Supervision (QuEDS FPS) program which was evaluated for utility and acceptability.MethodsBy August 2021 five QuEDS FPS groups were established each with a maximum of 10 Queensland-based dietitians from public hospital, community, or private practice plus an additional Facilitator and Co-facilitator. A total of 76 participants enrolled in the program over the study period in addition to the 10 participants from the pilot program. Participant experience was evaluated with anonymous, voluntary surveys at baseline (59 responses), 6 months follow-up (37 responses), plus a one-off survey in August 2021 (50 responses). Pilot participant’s Baseline and Follow-up surveys were not included in this evaluation.ResultsSurvey responses were positive across the four Kirkpatrick training evaluation domains of reaction, learning, behavior, and results. Respondents reported positive change to clinical practice (98%), including increased confidence to implement evidence-informed guidelines, and improved engagement with, and advocacy for, ED clients. Service capacity to provide supervision was increased by high participant to Facilitator ratios (10 participants to one Facilitator and one Co-facilitator) and recruitment of external Facilitators. Respondents indicated they would recommend QuEDS FPS to other dietitians and 96% planned to continue with the program.ConclusionsQuEDS FPS program increases capacity to provide supervision with demonstrated positive impacts on dietitians’ confidence and ability to deliver dietetic interventions in the ED arena and, by inference, the dietetic care of people with an ED.

INFLUENCE OF PEER GROUP SUPERVISION ON THE NURSE PERFORMANCE IN MEDICATION

The number of deaths and disabilities is one of them due to errors in medication. This can be prevented with optimal supervision. The purpose of the study was to determine the influence of Peer Group Supervision on the performance of nurses in medication The study sample numbered 23 implementing nurses and 23 nurse leaders. The results of observation of the performance of nurses before being given supervision training at the head of the nurse (70%) are sufficient and after being given good performance training (100%). The results of the analysis found a meaningful influence of peer group supervision on the performance of nurses (p = 0.00) by showing a positive pattern. The better the leadership supervises, the performance of nurses is also increasing. Efforts to improve nurse performance by improving peer group supervision in a planned and scheduled manner, continuous training on supervision, and socialization of Standard Operating Procedures to nurses.

Examining our own relationships to racism as the foundation of decolonising systemic practices. ‘No time like the present’

AbstractRacist discourses embedded in our social structures can have a profoundly negative impact on people's emotional well‐being. This paper calls for a re‐focusing within systemic therapy on anti‐colonial and social justice approaches specifically on addressing racism. We propose that if we are to make this shift in our practice, we need to first engage in processes of self‐reflexivity about the impact of racism on ourselves and our personal relationships. We draw on Paolo Freire's idea of ‘conscientisation’, or consciousness raising – a form of self‐reflexivity through the lens of power, and on the work of McKenzie‐Mavinga, who highlights the importance of therapists developing their awareness and understanding of how racism operates in their lives. We illustrate these ideas through an exploration of how we have approached this work within a long‐standing peer supervision group.

Peer group clinical supervision for community health nurses: Perspectives from an interpretive hermeneutic study.

To explore the lived experience of utilizing peer group supervision in practice for community health nurses. Community health nursing is an autonomous and challenging role where quality clinical supervision has benefits for the registered nurse. The structured New Zealand Coaching and Mentoring model of peer group supervision provides the foundation for this research. An interpretative hermeneutic study explored the experience of peer group supervision in a regional health service in Australia. Qualitative in-depth interviews were conducted with all levels of nursing staff to gain an understanding of their experience of peer group supervision. Data interpretation through hermeneutic analysis revealed the value and professional sustenance gained by participants. Identified game changers include adherence to rules and the influence of group dynamics. These areas were found to impact the quality of supervision. This research provides different perspectives of peer group supervision that shares the experience of staff immersed in the process. Peer group supervision yields benefits for community health nurses; however, the research has implications for practice. Nurse managers require information when making key decisions regarding workplace implementation. Effective supervision is only possible when balance between benefits and game changers are achieved.

Structured peer group supervision: Systematic case reflection for constructing new perspectives and solutions

This article reflects on the experiences of Estonian social work undergraduate students with a five-phased structured peer group supervision model, consisting of information, clarification, analysis, feedback and reflection phases. This kind of systematic case reflection enables the generation and critical exploration of new perspectives and solutions among those seeking to become professional social workers. Students emphasised that this model is a useful method for case supervision and that it is feasible to apply it after one-time or short training/experience.

Radiation therapy students' perceptions of peer group supervision: a pilot study.

IntroductionResearch indicates radiation therapy students are at risk of burnout. Peer Group Supervision (PGS) is a tool used to help reduce stress, increase reflective practice and help manage professional issues. This pilot study aimed to investigate the third‐year New Zealand radiation therapy students' perceptions of participating in PGS.MethodsIn 2019, all 27 third‐year radiation therapy students were introduced to PGS. At the end of the year, the students were invited to fill in a 14‐item Clinical Supervision Evaluation Questionnaire (CSEQ), answer an open‐ended question and provide demographic data. The CSEQ asks participants to indicate the extent to which they agree with 14 statements related to Purpose, Process and Impact of PGS. The open‐ended question asked if there were anything else they would like to say about participating in PGS as a student. The study utilised both qualitative and quantitative methods.ResultsOf the 27 students invited, 22 responded to the questionnaire. Analysis of the CSEQ revealed that eight of the 22 students (36.4%) had a positive impression of PGS, 13 (59.1%) were neither positive nor negative, and one (4.6%) had a negative perception of PGS. The thematic data showed that the students perceived PGS to assist with stress management. They valued having scheduled time out to reflect on practice and appreciated the safety and trust established in the groups.ConclusionOverall, the radiation therapy students responded positively to PGS. The students felt safe talking about clinical issues in their groups, and they perceive PGS to positively affect their stress management, resulting in new clinical insights and increased self‐awareness. Further research is required to examine the long‐term effects of PGS on patient care and if PGS can help reduce burnout for student radiation therapists.

The COVID‐19 pandemic and individual and collective defences

At the start of March, 2020, during the Coronavirus pandemic, the Italian Psychoanalytical Society (SPI) volunteers organized an emergency helpline. This consisted of a limited series of consultations by telephone or online, with four free sessions which would not lead to a course of psychotherapy. All the operators carrying out this work gathered regularly in peer‐supervision groups where they compared their work and fulfilled a holding function for each other. The reasons for the requests varied from the reappearance of a previous psychiatric situation, to the sense of loneliness, anxiety, panic, feeling of persecution, somatizations, and hypochondriacal experiences, and on another level the dysregulation of the familial environment, marital difficulties, and parenting problems. Because of the intensity of the trauma, alongside the commonest defenses, other defenses have been activated, such as externalization, exporting, and shifting into the other of a psychic suffering that cannot be worked through. Emotional withdrawal, the avoidance of contact in the state of heightened alertness are other characteristics of these situations. The suffering that derives from these traumas will then be at the center of a crucible formed by the intrapsychic, the interpersonal, and the transpersonal. Today psychoanalysis is encountering enormous cultural and social changes, and this recent experiment of ours has shown us the importance of working to give a response in moments of crisis since needs that are not worked through today risk being transformed into serious psychopathological problems tomorrow.

A test of three refresher modalities on child forensic interviewers’ posttraining performance.

This study aims to advance the field of child forensic interviewing by assessing the impact of different refresher training modalities on police officers’ abilities to adhere to the steps of an interview protocol and on the types of questions used. Previously trained police officers (N = 46) were randomly assigned to one of three experimental conditions: (1) supervision with an expert, (2) peer group supervision, and (3) computer-assisted exercises on children’s investigative interview techniques. Comparison of interviews conducted before (n = 136) and after (n = 124) the refresher modalities revealed an improvement in performance across time for almost all steps of the protocol. There were more effects associated with time than with modality of refresher training with regard to question types used during episodic memory training and the substantive phase of the interview. Although there were some differences between the three conditions, no method emerged as clearly superior. Results suggest that all modalities could be useful in refreshing adherence to the steps of an interview protocol and use of best practice questioning approaches. The discussion highlights that the time devoted to the three modalities was likely not enough and that further studies are needed to determine the most optimal delivery of refresher training.

Personality preferences for radiation therapy students in New Zealand

IntroductionThis study investigated the learning styles and personality preferences of undergraduate Bachelor of Radiation Therapy (BRT) students at the University of Otago, Wellington in New Zealand from 2014 to 2018. The implications of these findings for radiation therapy education and the profession were also explored. MethodsAll students enrolled in the first year of the BRT degree during this time were invited to participate in the research. The test tool was the Paragon Learning Style Inventory (PLSI), which is a standardised questionnaire adapted from the Myers Briggs Type Indicator (MBTI). All students who participated in the workshops consented for their data to be used for this project. ResultsThe BRT student participants (n = 130) were more likely to have a preference for Introversion and/or Judging in their personality and learning style profiles, relative to the population norms. No statistically significant preferences were present in the Thinking/Feeling, or Sensing/Intuition dichotomies relative to the norms given with respect to published MBTI data. ConclusionThe study has indicated that the students currently studying radiation therapy at the University of Otago exhibit learning style and personality preferences that are well suited to radiation therapy clinical practice. However, some deficits could compromise a balanced professional profile, teamwork and future professional development. Implications for practiceRT students are likely to show particular characteristics when stressed, anxious or fatigued that may compromise classroom and clinical dynamics. The integration of peer group supervision to the BRT has the potential to help students reflect on their feelings, develop solutions and improve their clinical practice.

New Zealand radiation therapists' perceptions of peer group supervision as a tool to reduce burnout symptoms in the clinical setting.

IntroductionResearch indicates that radiation therapists (RTs) are at risk of burnout and that there is a lack of evidence on effective coping strategies for managing work‐related stressors within this workforce. Peer group supervision (PGS) is a useful tool in assisting staff to manage stress in the clinical setting, improve reflective practice and provide support. The aim of this research was to investigate New Zealand (NZ) RTs’ perceptions of participating in PGS.MethodsIn‐service training on PGS was offered to all RT centres in NZ, and five of the nine centres agreed to partake in PGS. Participants anonymously completed the same online questionnaire, six months apart. The questionnaire consisted of the Clinical Supervision Evaluation Questionnaire (CSEQ), an open‐ended question and demographics. The CSEQ asks participants to indicate their agreement with 14 statements related to Purpose, Process and Impact of PGS.ResultsOverall, 71 and 48 participants completed the first and second surveys, respectively. In contrast to previous studies, this study found that confidence in practice, team support and group safety were valued by participants. This was supported by the qualitative data that revealed four themes: supportive groups, time out to reflect, organisational barriers and group process issues. RTs with one to five years’ experience were more likely to structure their meetings, understand the purpose of the meetings and had clearer expectations of the group process.ConclusionsPGS may address burnout for RTs with one to five years’ experience. This group of RTs feel patient‐related matters can be discussed openly during PGS, and PGS appears to be helping to improve their practice and reduce stress. More experienced RTs appear to be using the groups as a ‘professional support group’, rather than ‘peer supervision’, as a strategy for managing organisational stressors associated with burnout.