Process Of Clinical Supervision Research Articles

Beyond multicultural competency: a scoping review of multicultural orientation in psychotherapy and clinical supervision

Purpose Psychotherapy and clinical supervision outcomes are influenced by client and supervisee factors, one of which is cultural identity. Those with diverse racial and ethnic minoritised identities often experience disparities in therapy outcomes. Therapists and supervisors need to be responsive to the identity of those they support. The multicultural orientation (MCO) framework is an emerging concept in psychotherapy and clinical supervision that may offer these practitioners a framework to be responsive. Design/methodology/approach A preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews was conducted. Six databases, PubMed, Scopus, Embase, Academic Search Complete, Web of Science and PsychInfo, were searched for peer-reviewed literature published in English between the years 2000 and 2023. Findings A total of 1,553 sources were identified, of which (n = 42) are included in this review. Findings suggest that MCO is still in its infancy as applied to therapy and clinical supervision. Most of the research has been conducted in America, using quantitative methodologies with white western populations. Cultural humility is the most studied MCO pillar, and variables such as reductions in psychological stress, the working alliance and microaggressions are reported on as outcomes. MCO applied to the group therapy process is an emerging finding of interest. However, more research is needed, especially experiential designs across different and diverse populations and contexts. Originality/value MCO is an emerging therapy and clinical supervision process that has the potential to improve the outcomes for therapy clients and supervisees. Further research is needed to replicate current studies, and further research with diverse populations, countries and contexts should be undertaken as a priority.

A Scoping Review on the Clinical Supervision and Mentoring for Nurses in Maternal and Child Health

Purpose: This scoping review aimed to identify application methods, effectiveness, facilitating factors, and obstacles to clinical supervision for nurses in maternal and child health and to understand its discriminatory characteristics compared to mentoring.Methods: This study was based on the scoping review methodology and consisted of six stages: (1) identifying research questions; (2) identifying relevant studies (search strategy); (3) study selection; (4) charting of the data; (5) collating, summarizing, and reporting the results; and (6) consultation. From April to July 2022, 1,323 studies were searched in PubMed, CINAHL, Cochrane, and Open Gray, and finally eleven studies were selected through the literature selection process.Results: Because clinical supervision aimed to strengthen the professional capabilities of nurses, reflective practice was applied. However, mentoring was designed to acquire knowledge or skills that can be applied directly in practice. Therefore, indicators to measure the effects of clinical supervision consisted of psychosocial factors, such as job satisfaction and exhaustion, but the effects of mentoring were evaluated primarily using knowledge levels and skills. The model, which is applied mainly in clinical supervision, reflects the restorative function. When applying clinical supervision and mentoring, listening, supportive environment, and accessibility were identified as facilitating factors, while criticism, lack of time and space, and excessive workload were identified as obstacles.Conclusions: Time and space must be secured to provide effective clinical supervision. The confidentiality of the supervisee must be guaranteed, and sufficient information must be provided in advance so that nurses can accurately recognize the clinical supervision process. Finally, a policy for institutionalizing clinical supervision should be supported to ensure its applicability and sustainability.

Konsep Supervisi Supervisi Klinis Di Era Smart Society 5.0

Improving the quality of learning can improve student achievement as well. This is influenced by the teacher's teaching behavior to create a conducive learning atmosphere so that learning can run effectively. The role of the teacher is very important in designing a good lesson plan in preparing teaching materials. Modifying teaching patterns is sometimes difficult for teachers who lack this ability, so the role of this clinical supervision activity is as a place of guidance to assist the development of teacher professionalism in teaching. The process of clinical supervision is carried out face-to-face between supervisors and teachers. The supervision process is basically centered on the analysis of discussing matters relating to the teaching and learning process, the analysis is carried out based on evidence of observations that occur in the classroom. Clinical supervision is carried out based on complaints or problems from the teacher which are conveyed to the supervisor. The more often supervision activities are carried out, the more motivation the teacher can develop in developing his teaching skills. Therefore, the principle of clinical supervision is centered on efforts to meet teacher needs so that there must be collaboration and openness between supervisors and teachers in conveying ideas. The purpose of supervision is to find out the teacher's ability to teach while observing developments. Supervisors can make observations of teachers while teaching in class, then hold meetings to discuss feedback and alternative solutions to problems found, then analyze after the meeting as well as formulate solutions that can overcome teacher difficulties in teaching.

Synchronous video-supported treatment for tuberculosis in Cali, Colombia: An implementation study

ObjectiveTo describe the implementation and outcomes of synchronous video-supported treatment (VOT) as a telemedicine strategy for monitoring tuberculosis treatment in patients from Cali, Colombia. MethodsA quasi-experimental study was conducted in Cali, Colombia. Patients aged ≥ 18 years with newly diagnosed tuberculosis sensitive to first-line drugs were included. The intervention consisted of synchronous video calls to monitor the daily intake of drugs, remotely and in real-time using the WhatsApp mobile application. We described the demographic and clinical characteristics, supervision and treatment adherence process, adverse drug effects, perception of the strategies, and transportation costs. ResultsA total of 23 patients were enrolled in the study for synchronous VOT strategy. The adherence was 99.8% in the intensive phase (2HRZE) and 98.2% in the continuation phase (4HR). All patients completed the tuberculosis treatment, achieving 100% cure criteria for patients with pulmonary tuberculosis. Most adverse effects were reported during the first month of treatment (31.6%). Timesaving was the main advantage reported for the strategy. ConclusionsSynchronous VOT strategy was well tolerated and accepted by all patients, allowing an excellent level of adherence to tuberculosis treatment. Synchronous VOT is proposed as a viable alternative to directly observed therapy for tuberculosis in selected patients.

Creating a brief form of the Supervisory Working Alliance Inventory in the Chinese cultural context using multilevel factor analyses.

The aim of this study was to examine the multilevel factor structure of the Supervisory Working Alliance Inventory (SWAI; Efstation et al., 1990) and shorten it for routine clinical use in the Chinese cultural context. Participants were 203 (Sample 1) and 97 (Sample 2) beginning counseling trainees from a master's level training program in China. They were given the SWAI after every supervision session, and a subset of Sample 1 trainees also completed measures of their counseling self-efficacy before every client session. With Sample 1, multilevel exploratory factory analysis (M-EFA) showed that for the original 19-item version of SWAI, two factors emerged on the within-trainee level (Rapport and Client Focus) as proposed in Efstation et al. (1990), whereas only one General Alliance factor was identifiable on the between-trainee level. After removing poorly or double-loaded items, a six-item brief version of SWAI (SWAI-Brief) was obtained. Using Sample 2, multilevel confirmatory factor analysis and multilevel bifactor models supported the factor structure found in M-EFA with Sample 1. Empirical evidence also supported the reliability of the SWAI-Brief, as well as its criterion-related concurrent and predictive validity given its significant associations with trainee's counseling self-efficacy at the same week and in the subsequent week. Results suggested that the six-item SWAI-Brief could be a reliable and valid measure for assessing supervisory working alliance in the Chinese cultural context and may be used to continuously track clinical supervision processes. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Implementation of clinical supervision in improving the ability of teachers in Islamic religious education learning

The head of Madrasah has a role in the performance of PAI (Islamic Religious Education) teachers, namely clinical supervision of teacher learning activities. The purpose of this study is to describe how the implementation of clinical supervision for teachers in PAI learning in SD Banda Aceh City. The type of research conducted is descriptive qualitative research. Data collection techniques using observation, interviews, and documentation. The standard of data validity in qualitative research refers to the standards of credibility, transferability, dependability, and confirmability. The data analysis technique used is descriptive qualitative analysis with data reduction techniques, data presentation, and drawing conclusions. The results of this study are the madrasah principal has carried out clinical supervision of PAI teachers in Banda Aceh City, there are three stages of the clinical supervision process, namely, the initial meeting stage, the observation stage and the final meeting stage. Of the three stages of the clinical supervision process for PAI teachers, the principal has carried out the clinical supervision process properly and correctly.

CROSS-CULTURAL CLINICAL SUPERVISION: THE VOICES OF INTERNATIONAL DOCTORAL TRAINEES

Supervision with international supervisees is both cross-cultural and cross-linguistic in nature. This study explored international supervisees’ experiences during the clinical supervision process, with 10 international supervisees (5 females, 5 males; Mage=31.60) participating in a qualitative study. Four themes were identified: (1) challenging aspects of being an international supervisee in supervision, (2) the supervisor’s multicultural competency or lack thereof, (3) growth-facilitating supervision strategies, and (4) addressing the supervision power differential. Findings provide a broadened vision of supervision with international trainees, helping mental health professionals better understand the unique challenges of supervision process with international trainees from a cross-cultural perspective.

COMPETENCY-BASED CLINICAL SUPERVISION: A VIEW TO THE FUTURE

Some recognition exists that clinical supervision is a distinct professional competence that requires specific education and training. However, it is all too often inadequately addressed in psychology curricula and training. What is required is a shift to the competence movement that has been instituted in United States psychology education, training, and regulation to embrace a systematic and intentional competence model. To achieve this, a major attitude shift must occur to acknowledge the systematic and intentional process of clinical supervision, value the process and components, and incorporate the knowledge, skills, and attitudes that need to be systematically developed as a critical component of self-reflective competency-based education and supervision, portals to lifelong learning, internationally.

Forensic Mental Health Nurses' Experiences of Clinical Supervision.

Clinical supervision may support forensic mental health nurses with personal and professional growth in a work environment characterized by therapeutic, ethical, and practical challenges. The aim of this study was to describe the experiences of forensic mental health nurses participating in a clinical supervision program. Seven forensic mental health nurses and two allied health professionals, working in a high-security forensic mental health hospital, were interviewed regarding their experiences of participating in a clinical supervision program. Participants expressed a need for clinical supervision and were motivated to participate in the program. Benefits of clinical supervision experienced by participants included improved communication with their colleagues, being supported in their career development, and developing habits and techniques to reflect on practice issues. Participants described being able to connect with their supervisor, enabled by both trust and confidence in the supervisor's expertise. Staff showed engagement in the clinical supervision process and expressed experiencing positive outcomes related to personal and professional growth and development. To support nurses with the forensic mental health context-specific challenges they face, organizations should enable and promote access to clinical supervision. Considerations for forensic mental health organizations to increase uptake and effectiveness of clinical supervision include use of externally based clinical supervisors with adequate skills and experience with providing clinical supervision to clinical staff who work in a secure environment.

Factors Affecting Radiographers in the Clinical Supervision of Radiography Students in a Limited Resource Setting: A Survey in Zambia

Background and Purpose: Clinical teaching and learning are an important aspect of radiography programmes. It enables radiography students to acquire knowledge, attitudes, skills, and competence under the clinical supervision of designated radiographers. However, there is a paucity of research on radiography clinical training and the factors that impact on it. This study aimed to evaluate factors that affect supervising radiographers in the clinical supervision of radiography students in Zambia. Methods: A cross-sectional design was utilised in this study. A self-administered questionnaire was used to collect data from supervising radiographers (N=120) working in public hospitals affiliated with the schools of radiography and located in the Lusaka and Copperbelt provinces of Zambia. Data were analysed using descriptive and inferential statistical methods. Results: The response rate was 75% (N=120/160). Supervising radiographers rated the current system of clinical supervision as being unsatisfactory. Factors that facilitated the clinical supervision process were an adequate supply of X-ray films, students sharing their learning problems and radiology department management support. On the other hand, factors that inhibited the clinical supervision process were a lack of guidelines, lack of theory amongst students, combined supervision of diploma and degree students, student overcrowding, lack of educational audits, unjustified imaging requests, insufficient clinical teaching knowledge, and inadequate faculty and hospital management supports. Conclusion: Supervising radiographers encounter both facilitating and inhibiting factors in the facilitation of practice-based learning for radiography students. More collaboration amongst key stakeholders and supports are necessary to overcome the challenges identified in this study.

Supervision of school principal clinicals in junior high school

This study aims to determine the implementation of head clinical supervision school starts from planning, implementation and follow-up as well the success of the principal's academic supervision in improving competence professional teacher. This research uses a qualitative approach descriptive. Data collection techniques through observation and interviews. The results of the study based on the data obtained indicate that the implementation process of clinical supervision at SMPN 4 Banyuasin III has been going well and has received support from the principal and staff as well as the teachers concerned. In this clinical supervision, each stage carried out is able to provide meaning that can increase the ability of teachers to manage learning. The stages referred to are between the initial meeting, the learning observation stage to the post-feedback stage. Clinical supervision is a solution that is quite effective in improving teacher skills. This, it can be seen from the final results of the study that the teacher is able to master learning with various methods in accordance with the learning objectives.

Group clinical supervision for allied health professionals.

To evaluate a group clinical supervision program for allied health professionals in a regional health service. This study used a mixed-methods design including a cross-sectional, quantitative survey of group clinical supervision participants and a focus group of facilitators. A large regional health service in Victoria, providing hospital, community and mental health services. Allied health professionals and managers employed at the health service. Group clinical supervision, based on a critical reflection model, was implemented in 3 settings. The Clinical Supervision Evaluation Questionnaire was administered to group clinical supervision participants, with additional open-ended questions included. The Clinical Supervision Evaluation Questionnaire tool consists of 3 subscales relating to the purpose, process and impact of group clinical supervision. A focus group was used to capture the perspectives of group clinical supervision facilitators. Fifteen survey responses were received. The overall Clinical Supervision Evaluation Questionnaire score was 56.53 (standard deviation 7.66). Scores for the Process Subscale were higher than the Purpose and Impact subscales. Themes from the open-ended survey questions included the following: value of multiple perspectives, opportunities for reflection, peer support and group process and structure. Themes from group facilitators' focus group included the following: need for group clinical supervision, value of facilitator training and support, and sustainability. Group clinical supervision was perceived to be effective, enhancing reflection, learning and peer support. Organisational support, facilitator training, group structure and planning for sustainability were identified as critical factors for success. Interprofessional and cross-organisational models of group clinical supervision are strategies that could help address issues relating to access to quality clinical supervision for rural allied health professionals.

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.

Physiotherapists Prefer Clinical Supervision to Focus on Professional Skill Development: A Qualitative Study.

Purpose: We explored physiotherapists' perceptions of clinical supervision. Method: Individual semi-structured interviews were conducted with a purposive sample of 21 physiotherapists from a public hospital. Qualitative analysis was undertaken using an interpretive description approach. The Manchester Clinical Supervision Scale (MCSS-26) was administered to evaluate the participants' perceptions of the effectiveness of the clinical supervision they had received and to establish trustworthiness in the qualitative data by means of triangulation. Results: The major theme was that the content of clinical supervision should focus on professional skill development, both clinical and non-clinical. Four subthemes emerged as having an influence on the effectiveness of supervision: the model of clinical supervision, clinical supervision processes, supervisor factors, and supervisee factors. All sub-themes had the potential to act as either a barrier to or a facilitator of the perception that clinical supervision was effective. Conclusions: Physiotherapists reported that clinical supervision was most effective when it focused on their professional skill development. They preferred a direct model of supervision, whereby their supervisor directly observed and guided their professional skill development. They also described the importance of informal supervision in which guidance is provided as issues arise by supervisors who value the process of supervision. Physiotherapists emphasized that supervision should be driven by their learning needs rather than health organization processes.

The "Ideal" Clinical Supervision Environment in Nursing and Allied Health.

BackgroundThe importance of effective clinical supervision for emerging clinicians is well recognised, not only for practice preparation, but also for reducing future attrition rates. Also recognised are the challenges faced by both students and supervisors during the supervision experience. This study aimed to identify the qualities of the “ideal” clinical supervision environment from the perspective of clinical supervisors from both nursing and allied health.DesignA qualitative study using an interview method based on action research.MethodsThe convergent interview method was used with 20 clinical supervisors and educators from nursing and allied health across Victoria. Interviews were recorded and data analysis occurred at the end of each pair of interviews to develop deeper questions in line with the method.Results12 major themes emerged as “ideal” qualities with a range of suggestions on how these can be achieved.ConclusionThe “ideal” qualities can be used in assessing and improving current contexts, as well as designing new clinical supervision processes, models, programs and guidelines or policies. The convergent interview method allowed for deeper level analysis than previous research.

Keeping support and clinical supervision on your agenda

Support and clinical supervision can benefit staff and service users. Inquiries have highlighted lack of support and clinical supervision as potential contributory factors for adverse care events. For support and clinical supervision to be embedded effectively, leaders and managers must value and promote them in their organisations. This article describes practical steps to support implementation of clinical supervision. By examining the main stages of supervision and preparation, evaluation of process and outcomes, and practical considerations, the article supports healthcare managers to encourage staff engagement and to implement a clinical supervision process.

Pedagogical Preparation for Physicians and their Performance in the Medical Course

ABSTRACT Qualifying the medical profile to meet the population’s main health needs is a challenge for contemporary medical schools. In this process, the medical professor has a prominent place, since medical teaching practice is based on the production of models considered valid, previously learned, and the experience of medical practice. One questions, thus, the physician’s pedagogical aptitude to teach, since the professor-academic relationship occurs differently from the physician-patient relationship, starting from the need to understand which ways professors seek to acquire the teaching-specific skills. Objective To carry out an integrative review on the pedagogical training of physicians in the teaching context. Methods This is a non-observational, descriptive integrative review of the literature. Initially, we searched the databases at the Scientific Electronic Library Online (SciELO), Latin American and Caribbean Literature in Health Sciences (Lilacs), the US National Library of Medicine and the National Institutes of Health (PubMed) and the Cochrane Library with the help of the Boolean operator and the following descriptors: Health Human Resource Training; Faculty, Medical and Education, Medical, Continuing. The inclusion criteria were free, complete articles, published from 2012 to 2016, in Portuguese, Spanish and English. Results The search resulted in 24 articles those discuss the research theme. After exhaustive reading of the articles found, only five converged and answered the guiding question raised in the initial reflection. Teaching strategies and methodologies, as well as the evaluation of clinical supervision processes to construct the students’ technical knowledge appear as important topics on learning and teaching. In addition, these discussions raise professors’ need for continuing education programs, as well as the construction of evaluation tools for professors, tutors and preceptors. Conclusions This study highlights the continuous improvement in the professors’ pedagogical training and the development of permanent education programs and improvement of the faculty by the school.

Trainee attachment to supervisor and perceptions of novice psychotherapist counseling self-efficacy: The moderating role of level of experience.

Clinical supervision is often considered to be one of the important tasks in training psychotherapists. The present study investigated the relation between trainees' attachment to their supervisors and trainees' perceptions of their own counseling self-efficacy (CSE), as potentially moderated by trainee level of experience. Results indicated that trainees with greater avoidant attachment to their supervisors demonstrated lower levels of CSE. Although the results of the moderator analyses were not statistically significant, levels of avoidance significantly predicted levels of CSE even when controlling for level of experience, whereas levels of anxiety were not found to significantly predict levels of CSE. The study also found that individuals who reported greater levels of experience were more likely to report greater levels of CSE. The implications of the study are discussed, and recommendations for clinical supervision process are offered. (PsycINFO Database Record

Infusing Clinical Supervision Throughout Child Welfare Practice: Advancing Effective Implementation of Family-Centered Practice Through Supervisory Processes

Child welfare supervision is fundamental to advancing the quality of practice when seeking to ensure the safety, permanency, and well-being of children. Child welfare supervisors serve administrative, educational, and support functions as they oversee frontline caseworkers and direct service providers. Clinical supervision, a dialog-driven process of case review and consultation is situated within the educational function. The process of clinical supervision is essential to child welfare practice, because it prompts reflection and builds analytical thinking skills needed to address complex situations involved in child protection. Despite increased recognition regarding the importance of clinical supervision, child welfare supervision continues to focus primarily on administrative tasks. Organizational climate and external pressures push this administrative agenda. In addition, many child welfare supervisors lack experience, training, and therefore competency in facilitating clinical case reviews. Strengths-Based Supervision (SBS; Lietz 2013) is a model of clinical supervision that was developed to (a) increase child welfare supervisors’ intentionality regarding the importance of infusing clinical supervision into child welfare supervision and (b) advance the skills needed to implement this practice effectively representing one solution to this ongoing challenge.

The Clinical Supervision Process of Nurse Preceptors in Thailand: A Meta-Ethnography Research

The purpose of this study was to synthesize five graduate theses on nurse preceptors by using the Meta-Ethnography research method. The research findings fell into three steps, as follows: Step 1- Preparing for teaching. Nurse preceptors prepared for their clinical supervision with four sub-steps, 1) preparing for readiness, 2) studying and reviewing the clinical practice and clinical supervision guidelines of the organization, 3) planning and designing a clinical supervision model, and 4) making clinical supervision plans; Step 2- Teaching. This step consisted of seven sub-steps, 1) creating familiarity with the learners, 2) clinical practice orientation, 3) clarifying the performance evaluation criteria, 4) pre-conference, 5) clinical teaching from real situations, 6) post- conference, and 7) improving clinical teaching skills; Step 3- Teaching evaluation. This step consisted of three sub-steps, as follows. 1) self-evaluation by learners, 2) reflection-evaluation by nurse preceptors, and 3) documentation of evaluation by nurse preceptors. Therefore, nursing administrators can implement the results of this research as a process for clinical supervision and develop supervision systems in the nursing organizations to be more effective.