Experience Of Supervision Research Articles

What Aspects of Supervised Patient Encounters Affect Students' Perception of Having an Excellent Learning Outcome? A Survey Among European Medical Students.

To investigate whether supervisor behavior, students' participation and approach, and psychological safety were associated with self-reported excellent learning outcome from supervised encounters with patients among European medical students. A cross-sectional, online survey among European medical students asking about their latest clinical supervision experience. Associations were examined with logistic regression. Students (N=908) from >25 countries reported on experiences from supervised patient encounters in most types of hospital departments and general practice. One out of six (17%) students perceived the learning outcome as excellent. In the multivariable logistic regression, this was independently associated with supervisor role modelling (odds ratio (OR) 2.1, 95% confidence interval (CI) 1.5-3.0) and addressing learning goals (OR 1.4, 95% CI 1.1-1.7), students' approach to learning (OR 1.7, 95% CI 1.0-3.0) and psychological safety (OR 1.5, 95% CI 1.1-2.0). Supervisors being present during the patient encounter, coaching students or asking questions to have students express their thinking, and student participation in examination and/or history taking was not associated with perceived excellent learning outcome. We encourage supervisors to recognize that students are beginners in most supervised clinical settings and often appreciate having learning goals addressed, behavior and thinking role modelled, and psychological safety established before they participate more fully.

Behind the Scenes: Experiences of Multilingual Therapists and Trainees in U.S. University Counseling Centers

ABSTRACT As student bodies on college campuses in the United States (U.S.) continue to diversify, university counseling centers have begun to recognize the importance of hiring multilingual therapists and trainees to meet the needs of 66 million U.S. residents who speak languages other than English. The study used a qualitative approach to better understand the experiences of multilingual therapists and trainees working at university counseling centers in the U.S. Thirty-one participants (three men and 28 women; 27 senior staff and four trainees) completed an online survey with six open-ended questions. The following themes were identified: rewards and benefits of providing multilingual therapy, supervision experiences given, and organizational support provided to multilingual therapists. Senior staff participants also make suggestions for trainees who would like to practice multilingual therapy as well as support that agencies can offer to their multilingual therapists. Limitations, practical implications, and future research directions are discussed.

Emergency medicine doctoral education in Africa: a scoping review of the published literature

BackgroundWhile Africa accounts for a significant proportion of world population, and disease and injury burden, it produces less than 1% of the total research output within emergency care. Emergency care research capacity in Africa may be expanded through the development of doctoral programmes that aim to upskill the PhD student into an independent scholar, through dedicated support and structured learning. This study therefore aims to identify the nature of the problem of doctoral education in Africa, thereby informing a general needs assessment within the context of academic emergency medicine.MethodsA scoping review, utilising an a priori, piloted search strategy was conducted (Medline via PubMed and Scopus) to identify literature published between 2011 and 2021 related to African emergency medicine doctoral education. Failing that, an expanded search was planned that focused on doctoral education within health sciences more broadly. Titles, abstracts, and full texts were screened for inclusion in duplicate, and extracted by the principal author. The search was rerun in September 2022.ResultsNo articles that focused on emergency medicine/care were found. Following the expanded search, a total of 235 articles were identified, and 27 articles were included. Major domains identified in the literature included specific barriers to PhD success, supervision practices, transformation, collaborative learning, and research capacity improvement.ConclusionsAfrican doctoral students are hindered by internal academic factors such as limited supervision and external factors such as poor infrastructure e.g. internet connectivity. While not always feasible, institutions should offer environments that are conducive to meaningful learning. In addition, doctoral programmes should adopt and enforce gender policies to help alleviate the gender differences noted in PhD completion rates and research publication outputs. Interdisciplinary collaborations are potential mechanisms to develop well-rounded and independent graduates. Post-graduate and doctoral supervision experience should be a recognised promotion criterion to assist with clinician researcher career opportunities and motivation. There may be little value in attempting to replicate the programmatic and supervision practices of high-income countries. African doctoral programmes should rather focus on creating contextual and sustainable ways of delivering excellent doctoral education.

Professional Nurses’ Experiences of Student Nurses’ Absenteeism during Psychiatric Clinical Placement in Limpopo Province, South Africa: A Qualitative Study

Psychiatric clinical placement is as essential as other placements in any discipline in nursing education as it allows student nurses to correlate theory to practice. Several research studies have been conducted on nurses' experiences of the clinical supervision of students, but absenteeism is still a challenge globally. In this study, professional nurses' experiences of student nurses' absenteeism from psychiatric clinical placements in Limpopo Province, South Africa, were examined. Three designated specialty mental institutions in Limpopo Province were the sites of the study. Explorative, descriptive, and contextual designs were used in a qualitative approach. A qualitative approach was used because the study sought professional nurses to narrate their experiences through in-depth, semi-structured interviews, which could only be achieved through a qualitative approach. A total of eleven professional nurses, four from two specialized psychiatric hospitals and three from one specialized psychiatric hospital, were purposively sampled and interviewed. These nurses participated in in-depth interviews that were used to gather data, which were then thematically analyzed. One theme and three sub-themes on professional nurses' experiences of the absenteeism of student nurses during psychiatric clinical placement were revealed. The theme was student factors leading to absenteeism, while the sub-themes were fear of mental health care users, negative attitudes towards psychiatric nursing science, and students' lifestyles. Based on the findings, student nurses' absenteeism can be caused by many factors. A qualitative study should be conducted to seek strategies to mitigate the absenteeism of student nurses during clinical placement in the psychiatric hospitals of Limpopo Province.

Enhancing Quality of Care Through Evidence-Based Practice: Training and Supervision Experiences.

Evidence-based practice (EBP) is the preferred approach to treatment in mental health settings because it involves the integration of the best available research, clinical expertise, and patient values to optimize patient outcomes. Training on empirically supported treatments (ESTs) in mental health settings is an important component of EBP, and supervision of therapists' implementation of ESTs is critical for therapists to develop and maintain a strong EBP skill set. This study aimed to evaluate training and supervision histories of therapists in outpatient and inpatient psychiatric care settings as an essential first step in improving patient outcomes. Electronic surveys were completed by 69 therapists, most of whom had a master's degree, within a psychiatry and behavioral sciences department at an academic institution. Participating therapists were recruited from several outpatient and inpatient mental health settings serving children, adolescents, and adults. Although most therapists reported completing some form of EST-related coursework, a majority did not receive any supervision related to implementation of ESTs (51% for cognitive-behavioral therapy cases, 76% for dialectical behavior therapy cases, and 52% for other EST cases) during graduate and postgraduate training. Although research from the past decade has supported the need for improvements in training on ESTs, and especially in supervision, problems related to limited exposure to training and supervision among therapists still exist. These findings have implications for how mental health centers can evaluate staff members' EST training and supervision experiences, training needs, and associated training targets to improve the quality of routine care.

미술치료 슈퍼비전에서의 슈퍼바이지 경험에 대한 질적 메타합성

본 연구는 미술치료 슈퍼비전에서의 슈퍼바이지 경험에 대한 질적 연구를 대상으로 질적 메 타합성을 통해 미술치료 슈퍼비전 경험의 의미를 총체적으로 이해하는 데 목적이 있다. 이를 위해 미술치료 슈퍼비전에서의 슈퍼바이지 경험에 대한 질적 연구들의 결과를 확인-평가-합성 의 과정으로 종합적 검토 후 Noblit와 Hare(1988)의 상호전환 분석 방법을 활용하였다. 최종적 으로 총 7개의 질적 연구가 선정되었으며 연구 결과는 다음과 같다. 미술치료사 발달 단계의 기준과 슈퍼비전에서의 공통된 경험이 확인되었으며, 10개의 합성된 하위주제와 4개의 상위주 제가 도출되었다. 도출된 상위 주제는 초심 미술치료사 발달단계의 ‘새롭게 경험한 감정과 관 계에서의 혼란’, ‘성장의 원동력’, 경력 미술치료사 발달단계의 ‘개인적 통찰’, ‘전문가 성장의 발 판 마련’이다. 본 연구는 미술치료 슈퍼비전을 경험하는 슈퍼바이지의 성장과 효과적 슈퍼비전 방안을 모색하고, 미술치료사의 전문 역량 촉진을 돕기 위한 기초 정보를 제공하고자 한다. 이 를 통해 슈퍼바이지에게 미술치료 슈퍼비전만의 고유성과 특수성을 제공할 수 있도록 향후 미 술치료 슈퍼비전 발전을 위한 연구 방향을 제시했다는 데 의의를 가진다.

The “Perfect Storm” – Perfectionists’ Perceptions and Experiences of Abusive Supervision

Abstract. Using followership theory and the perpetrator predation framework, we examine how perfectionism may impact subordinates’ perceptions of abusive supervision and risk for being targeted by an abusive supervisor. Full-time workers ( N = 495) responded to a vignette survey assessing their multidimensional perfectionism and experiences and perceptions of abusive supervision. As hypothesized, socially prescribed perfectionism was associated with increased experiences of abusive leadership, whereas self-oriented perfectionism was related to fewer experiences. Unexpectedly, other-oriented perfectionism was related to lower perceptions of abusive supervision, and self-oriented perfectionism was related to greater perceptions. Theoretical and practical implications are further discussed.

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.

How supervisors provide and students react to EAL thesis supervision: Voices from Sweden and Indonesia

IntroductionThesis supervision is a critical part of students’ academic literacy development. Previous research has shown different dimensions of this development with limited attention to cross-cultural aspects. In particular, there has been little research on how students and supervisors negotiate supervision practices in non-anglophone contexts. This study aimed to explore students’ and supervisors’ reported priorities and experiences regarding the provision and reception of feedback in English as an Additional Language thesis supervision.MethodWe conducted a qualitative case study to illuminate supervisor’s and students’ experiences of supervision in Sweden and Indonesia. It involved 39 participants (14 supervisors and 25 students) from one Swedish and three Indonesian universities. One-on-one semi-structured interviews were conducted and analyzed thematically using Biesta’s functions of education, Habermas’ communicative action theory, and perspectives on academic literacy.FindingsFirstly, we found that Swedish and Indonesian supervisors had different feedback provision priorities. Swedish supervisors described prioritizing content-focused feedback to facilitate students’ socialization into academic writing. Conversely, most Indonesian supervisors expressed balancing content- and form-focused feedback with a greater emphasis on qualifying as English teachers. Despite these differences, supervisors in both contexts tended to isolate academic language use from discipline-specific values and practices. Secondly, students in both contexts largely expressed an instrumental orientation to achieving their goals and were frustrated by supervisors phrasing feedback as questions. Many students expressed unfamiliarity with necessary methodologies and theoretical frameworks, which made supervisors’ feedback difficult to decode.DiscussionSince only a few of the students viewed the feedback as a support for their process of learning, this study calls for a clear communication about the academic socialization intention through supervision. However, academic socialization cannot solely be the responsibility of supervisors but must be embedded in the curriculum courses.

Nursing students' experiences of clinical assessment at a university in South Africa.

Nursing education includes both classroom and clinical teaching. The clinical teaching was explored through this research. The successful training of the undergraduate nursing students can be attributed to effective clinical teaching and supervision and is determined by both training requirements and services provided. Although there have been several researches on clinical supervision, there is still a dearth of information of the realities of supervision regarding assessment of undergraduate nursing students. The authors' original thesis formed the foundation of this manuscript. This study aimed to explore and describe nursing students at the undergraduate level experiences regarding clinical supervision. The research was conducted at a nursing school at a South African university. After ethical clearance, focus group interviews were conducted to explore undergraduate nursing students' experiences of clinical supervision using a descriptive design and qualitative approach. Two qualified practitioners in the field collected the data. A purposive method was utilised to select nine participants from each year's level of education. Enrolled undergraduate nursing students at the institution under study formed the inclusion criteria. Utilising content analysis, the interviews were analysed. The findings confirmed the students' experiences of clinical supervision and voicing their concerns regarding clinical assessment versus a developmental training; clinical teaching, learning and assessment and formative assessment procedures. A responsive clinical supervision system to strategically respond to the needs of undergraduate nursing students will aid in developmental training and assessment. Understanding of the realities of clinical teaching and supervision regarding clinical assessment and development of undergraduate nursing students.

Using normalisation process theory to understand implementation of integrated multi-sector pre-registration trainee pharmacy technician training.

The pre-registration trainee pharmacy technician (PTPT) integrated training programme is a workforce intervention designed to train PTPTs in multiple sectors. The programme recruited 35 PTPTs to 2-year training posts which involved employment in one sector, and a minimum of 12 weeks' work-based training in ≥2 further settings each year. To identify facilitating and inhibiting factors to implementation of the PTPT integrated training programme and make recommendations on ways to embed and maintain PTPT integrated training in routine practice. Normalisation Process Theory (NPT) constructs were used as a framework for analysis. Semi-structured interviews (14 PTPTs, 15 supervisors) explored PTPTs' learning and practice experiences over their 2-year training. A survey explored training outcomes (confidence and preparedness to practise) of integrated (n=31) and single sector PTPTs (n=39). Whilst some understood the intervention well, others had differing understandings of its purpose and potential benefits (coherence). Educational and practice supervisors acknowledged the importance of regular communication but reported difficulties implementing this due to time constraints (cognitive participation). PTPTs benefitted from having an educational supervisor oversee learning and progress over 2-years, and a practice supervisor for their day-to-day learning. PTPTs' experiences of supervision were inconsistent due to variation in supervisors' availability, knowledge, experience, and level of support (collective action). Participants perceived the PTPT integrated training as supporting development of a flexible pharmacy technician workforce able to work across sectors. The survey found that integrated PTPTs felt significantly more prepared than single-sector PTPTs to work in different settings (reflective monitoring). PTPTs on the programme had better ability to work in different sectors. Improving implementation requires clear understanding of the intervention's purpose by all stakeholders; clarity on supervisors' roles/contributions; and effective communication between supervisors to create effective learning opportunities. Findings can inform implementation of future multi-sector education and training globally.

Comparative Study on Hazardous Chemicals Management Systems at Home and Abroad

With the development of science and technology and the improvement of production processes, chemicals have become indispensable means of production and consumer goods in the process of modern social and economic development, playing a very important part in economic and social activities and people's production and life. However, with the wide application of chemicals, especially hazardous chemicals, the incidence of safety accidents caused by poor supervision in the process of production, operation, storage, and use is increasing. The safety of hazardous chemicals affects the safety of society and people's lives and property, and strengthening the safety supervision of hazardous chemicals is the key. Therefore, this article starts from the research background, research status at home and abroad, and combines the current situation of hazardous chemicals management in the author's unit., Through research on the safety supervision experience of other domestic units, as well as the European Union, the United States, South Korea, Japan, Germany, and other hazardous chemicals, feasible means for better supervision of hazardous chemicals have been summarized.

Význam supervízie pre sestry pracujúce v zdravotníckych zariadeniach

Introduction: Supervision is qualified supervision focused on the quality of workers‘ activities, it purposefully supports and develops the quality of work and the professionalism of the individual, the work team and the entire organization. Supervision has found application in psychotherapy, management consultancy, in the field of social work, education and prison. It is not yet used in the field of healthcare. Considering this, the aim of the research was to find out whether nurses in nursing practice know the concept of supervision and whether they would be interested in applying supervision in nursing. File and methodology: The research file consisted of 179 nurses working in medical facilities. For data collection, we chose a questionnaire of our own design. The results of the questionnaire were statistically processed in the Microsoft excel 2016 spreadsheet. We used the chi-square test to evaluate the hypotheses. Results: Based on the analysis of the research results, we found that nurses are interested in supervision. Nurses‘ education and previous supervision experience are related to their knowledge of supervision. During supervision, nurses would be interested in dealing with workplace conflicts and their emotional exhaustion. Conclusion: For the field of nursing, supervision is a tool for the development and support of nurses. In nursing practice, nurses often encounter a high degree of emotional commitment. For this reason, it is appropriate that certain interventions are carried out in the workplace to relieve stress and tension. One of the possibilities that leads to emotional support is the application of supervision.

“A life without a supervisor is like a seed that never grows”: Students’ Experiences of Undergraduate Nursing Research Supervision

Background: Undergraduate research is an inquiry or investigation conducted by students who develop an original intellectual or creative contribution to the discipline. However, little is known within the Philippine context that explores undergraduate nursing research experience and supervision.Purpose: This study illustrated the students’ lived experiences of undergraduate research supervision using transcendental phenomenology.Methods: This study made use of transcendental phenomenology. Thirty students enrolled full-time in a nursing research course during the academic year (AY) 2019-2020, and AY 2020-2021 were purposively sampled. These students completed their research projects as required for the nursing research course and were supervised by a mentor. Each participant underwent an in-depth one-on-one interview, of which the responses were transcribed and analyzed based on the modified Stevick-Colaizzi-Keen method.Findings: From the thirty-nine significant statements carefully reviewed and clustered into meaning units, three themes emerged, namely (a) re-capturing tripartite challenges in doing research, (b) re-cultivating quintessential requisites in doing research, and (c) re-envisioning the future ahead. These themes provided textural and structural descriptions that intuitively integrate into the essence of the lived experience of being supervised in undergraduate research.Conclusion: Undergraduate research supervision resonates with the mutual exchange of novel ideas in a dialogical encounter, collective learning, and participatory-in-action where sciencing and caring thinking is imbued to develop critical thinking, inquisitiveness, and caring intuitiveness.

Get ready...get set...go! A new entrant programme for social workers in mental health

INTRODUCTION: Previous research has found that many social work new graduates donot feel that they come to their work in mental health with sufficient knowledge. One way of remedying this is using post-qualifying New Entrant to Specialist Programmes (NESP), where social workers gain additional knowledge and skills in a particular field of practice. METHODS: A small-scale research project was conducted with five social workers whohad recently completed a NESP qualification within a district health board (DHB) setting in Aotearoa New Zealand. Semi-structured interviews were used to obtain deep information from participants in line with a subjectivist perspective. FINDINGS: Participants indicated that they had found the NESP qualification useful in improving their confidence and competence in their early practice years. They found the programmewas useful in decreasing a sense of isolation by bringing them together with other social workers, or members of other disciplines, and they appreciated the skills and support they had received from their group supervision experience. The greatest challenges revolved around time constraints and they wished for more social-work-specific and cultural content within their programmes. CONCLUSIONS: The programmes appear to serve an important function in improving competence and confidence for social workers new to the field of mental health. Social work’s commitments to social justice and Te Tiriti o Waitangi need to continue to be pulled through into post-qualifying programmes and a sense of professional identity needs to be nurtured within medically oriented settings.

Exploring training and supervision experiences of facilitators of men's behaviour change programmes: A qualitative study

Exploring training and supervision experiences of facilitators of men's behaviour change programmes: A qualitative study

Exploring sonographer emotional well-being: NHS sonographers' experience of the restorative function of professional supervision.

Following recommendations of the Francis report (2013), healthcare professional groups have formalised restorative supervision within practice in order to maintain emotional well-being among staff and provide quality of care for patients. There is a scarcity of research available on how professional supervision is utilised as a restorative device within current practice for sonographers. An online cross-sectional, descriptive survey was used to gain qualitative details and nominal data on sonographer experiences of professional supervision. Themes were developed through thematic analysis. A total of 56% of participants did not identify professional supervision as part of their current practice; 50% of participants felt emotionally unsupported within their work. The majority felt 'unsure' of how professional supervision would affect their working day; however, they highlighted that a restorative function would be valued equally as professional development functions of practice. The barriers to professional supervision as a restorative function demonstrate that an understanding of what sonographer needs are should be considered in approaches to professional supervision. This study found that participants identify professional supervision in its formative and normative functions more commonly than its restorative functions. It also found that sonographers are found wanting of emotional support, with 50% of sonographers feeling unsupported and identifying a restorative supervision need to their working practice. The need to establish a system that supports the emotional well-being of sonographers is highlighted. This should help with retention of sonographers in a career where burnout is evidenced.

University peer health coaches’ perceptions of learning and applying motivational interviewing

Introduction: Peer-led health coaching is a realistic and sustainable way to support health behaviour change on university campuses. Motivational Interviewing (MI) is an effective framework to guide behaviour change conversations in peer health coaching sessions. However, research on the perceptions of peer coaches who provide health coaching using MI is scarce. Objective: The aims of this study were to examine (1) university peer health coaches’ experiences as peer educators after participating in the training and implementation of MI; and (2) university peer health coaches’ supervision experiences as they learn to use MI for health coaching. Design: Cross-sectional in-depth qualitative study using Interpretative Phenomenological Analysis (IPA). Setting: Peer health coaching programme in a mid-sized southwestern US university. Method: Five peer health coaches were interviewed about their training, implementation and supervision of using MI in a university health coaching programme. IPA was used to analyse the findings. Results: We identified four main themes: (1) learning MI, (2) using MI, (3) challenges of time and availability and (4) supervision and peer support. Results illustrated the developmental processes peer health coaches perceive as they develop their MI skills. Individual and group supervision supported MI growth and development while also building a sense of community. Conclusion: Apart from challenges in learning and using MI, supervision was an important factor that helped peer health coaches develop. Future research should investigate training methods and supervision strategies to improve the quality of peer health coach programmes.

초심상담자의 심리검사 수퍼비전 경험에 대한 내러티브 탐구

The purpose of this study was to investigate the experience of psychological test supervision and its meaning in novice counselor. The narrative inquiry method was administered for novice counselors whose counseling career after acquiring a second-level counseling psychologist qualification is less than three years and the analysis results were divided into Pre-psychological test, Process, and Change Experiences. The Pre-psychological test Experience included ‘wandering steps and need for help’; the Process Experience included ‘parts I missed, understanding of client that becomes clear after focusing on them, importance of theory examining inside client, relief of thirst for integrative interpretation and counseling application, and best experience’; and the Change Experience included ‘To hold and contain’ and ‘To promise for professional growth’. In addition, the meaning Psychological test Experience was revealed as ‘To meet oneself’ and ‘To obtain power for holding and containing’. The psychological test supervision is, for novice counselors, a process of meeting oneself becoming a mature human, and means growth and change to become a counselor who endures and embraces clients. They, through the experience of psychological test supervision, have developed their abilities to interpret the psychological examination in an integrative way for in-depth understanding of cases and to apply them to counseling. Finally, based on the results of this study, a discussion on the stage of counselor development and the direction of psychological test education according to the educational needs was presented.

상담수퍼비전에서 수퍼바이지의 실제관계(real relationship) 경험에 관한 사례연구

The purpose of this study is to find out and understand in-depth real relationship experiencein counseling supervision through qualitative case study methods. Accordingly, three participantswho have been receiving supervision until recently and have an understanding of realrelationship were recruited as a purposeful sampling and conducted in-depth interviews. Theelements of the real relationship experience in supervision that three participants experienced in common were found to 5 categories and 15 subcategories in 2 areas. The real relationshipexperiences commonly found during supervision in each case were found in 'supervisor'sattitude and behavior' and 'supervisee's experience', and the influence after the real relationshipexperiences were found in 'as a counselor', 'in counseling', and 'in supervision'. The elementsof experience characteristically appearing in each case were 'involvement in life', 'influencingother areas of life', and 'experience achieved together'. This study is meaningful in that itprovides academic and clinical knowledge of the real relationship in counseling supervision byexploring what the real relationship experiences by supervisees.