Supervisory Experience Research Articles

P30 - The introduction of registered undergraduate students of midwifery in a tertiary hospital: Experiences of staff, supervisors, and women

The Registered Undergraduate Student of Midwifery (RUSOM) workforce model provides final year midwifery students with the opportunity for paid employment as an assistant to registered midwives. The role allows students to gain experience while being immersed in the hospital setting and under supervision of a midwife. A RUSOM supports the work of midwives by providing care to women and babies, and completing administrative tasks. The aim of this study was to evaluate how the RUSOM role was experienced by maternity staff and women. The impact on satisfaction, safety, and quality of care was examined. A mixed-methods approach was undertaken. Focus groups with RUSOM, midwifery staff, and supervisors (n= 40) were conducted pre- and post-implementation. Descriptive surveys were administered to midwifery staff, RUSOM and women (n=135) to determine how the role contributed to staff and women’s satisfaction and quality of care. The introduction of the RUSOM role had a range of benefits for the hospital, midwifery staff, women, and the RUSOM themselves. The RUSOM were a welcome addition to the postnatal ward, relieving the burden on midwives and providing them more time to conduct direct clinical care. The clear scope of practice specified for the role ensured that there were clear boundaries between the work of the RUSOM and the midwife. All stakeholders were highly satisfied with the support of RUSOM and their positive impact on quality of care. The RUSOM valued the experience for promoting their professional development. Employing RUSOM staff has benefits for midwifery and the provision of high-quality maternity services to women and families. Expansion of such a role is warranted as it can develop experienced graduates that are attractive to a recruiting maternity service.

Upskilling Australian registered nurses to enhance students’ clinical placement experiences: a contemporary discussion

Objective: To present and discuss options for upskilling registered nurse supervisors to ultimately improve the quality and consistency of nursing student placements. Background: Many studies have examined clinical learning in nursing, with evidence that student learning and registered nurse clinical supervision experiences can be improved. An independent review of nursing education in Australia confirmed gaps in the preparation and support of supervising registered nurses that may negatively impact students’ learning. Study design and methods: This paper discusses contemporary insights around 1) the current situation in Australian nursing student clinical placements regarding learning, 2) registered nurse clinical supervisor experiences and 3) professional options for recognising role excellence, offered by Australian and international nursing and healthcare specialities. Discussion: Nursing students’ placement experiences are at times sub-optimal. One way to improve learning experiences could be to offer clinical supervisors professional development programs. Now is the time to consider a certification process to recognise excellence in registered nurses’ education capabilities and to better support students’ clinical learning. Conclusion: Upskilling registered nurses for clinical supervision may be assisted through formal and informal education programs specific to the professional nursing context in Australia. Implications for research policy and practice: Upskilling registered nurse clinical supervisors should be a priority on the national agenda of improving students’ clinical learning experiences. This commentary provides contemporary insights to the current situation regarding Australian students’ clinical placement and supervisor experiences. The ways that some nursing specialities recognise excellence in practice are discussed as options for improving clinical supervision. What is already known about the topic? Nursing students’ clinical placements need improvement; students continue to report less than optimal experiences. There are no requirements in Australia for registered nurse clinical supervisors to undertake assessment of capability for the role. National and international processes exist to recognise supervisor capabilities and role excellence. What this paper adds: Options for recognising capability and practice excellence in nursing clinical supervision. A discussion around clinical supervisors engaging with formal and informal education and processes that recognise excellence in role capabilities.

Wie Coaching-Supervisoren Achtsamkeit in ihrer Praxis erleben und nutzen: Eine IPA-Studie

Wie Coaching-Supervisoren Achtsamkeit in ihrer Praxis erleben und nutzen: Eine IPA-Studie

Learning from our mistakes, the alternative of training feedback

Clinical supervisors, who support and assess health students' clinical learning, encounter many challenges. Professional development opportunities for clinical supervisors to overcome the challenges are available but are often designed to meet organisational and tertiary provider administrative needs, rather than the needs of intended target groups.A qualitative action research study was designed to include a group of Australian nursing clinical supervisors in the design and implementation of meaningful professional development activities.Ten clinical supervisors, from one organisation, participated in three meetings to explore shared challenges and create solutions to resolve these challenges.Over a seven-month period in 2018–2019 data revealed clinical supervisors in this study experienced a variety of tensions. Participants prioritised three opposing tensions that were of shared concern; Doing and Thinking; Educator and Clinician and Negotiating and Challenging. Being able to visualise and articulate these tensions helps to empathise with the role complexity that clinical supervisors experience, and this led to the production of solutions which validate and advocate for the role and the values.The group created innovative solutions such as podcasts, posters, banners and flyers to assist them to harmonise the tensions and work more effectively in their role.

Supervision of Group Counseling Practicum with Multiple Supervision Models: Opinions of Master Students

This study aims to examine the opinions and remarks of the master students on multiple supervision models of group counseling. Five counselors, who are master students in Psychological Counseling and Guidance department of a state university in Istanbul attended to this study. Results of the content analysis yielded that counselors had positive emotions, such as excitement, happiness, and trust related to peer, group and triple supervision in group counseling at the beginning of the process and positive thoughts and emotions about working with peer supervisor. The counselors considered experienced supervisors, easily accessible peer supervisors, and supportive functions, friendly and sincere attitudes of peer supervisors as advantages. Counselors seem to be greatly satisfied with supervisor and peer supervisors, positive about working again with the same supervisors in triadic and peer supervision future experience. However, counselors regarded inexperienced peers as a disadvantage. On the other hand, there were counselors who think that the characteristics of the supervisor and peer supervisors, such as their age, gender, appearance, have a positive effect on the process, as well as those who think that this has no effect. The needs and suggestions of the psychological counselors regarding the process are related to the content and the duration. For the ideal supervision environment, psychological counselors think that the supportive attitudes and rapid feedback of the supervisor are important. Based on these implications, it is thought that the supervision models discussed in this study will make an important contribution to the programs for training leaders in group counseling.

Relationships matter: a qualitative study of physiotherapy students’ experiences of their first clinical placement

Background Students’ experiences of the clinical learning environment are crucial to learning and professional development. Earlier research using the Undergraduate Clinical Education Environment Measure shows that students’ perceptions of supervision vary significantly between undergraduate programs, with physiotherapy students scoring higher than other students. Objectives We explored physiotherapy students’ experiences of supervisors’ preparedness, familiarity with learning outcomes, and supervision practices during their first clinical placement. Methods Individual semi-structured interviews were conducted with 13 physiotherapy students. The interviews were analyzed using qualitative content analysis according to Graneheim and Lundman. Major findings Within the latent theme A coherent whole throughout the placement, three manifest categories were found: Establishing a relationship, Fostering active participation, and Cultivating outcome-based learning. The students valued a supervisor who was prepared for the initial meeting and wanted to establish a relationship. When the students experienced a sense of trust, they dared to ask questions. The supervisors encouraged students to move beyond the one-to-one relationship and cooperate with others in the community to develop autonomy. Self-assessment enabled the students to identify their own learning needs and enhanced the possibility of achieving intended learning outcomes. The supervisors repeatedly returned to the learning outcomes. Conclusions Physiotherapy students highly regarded supervisors who established a relationship and fostered active participation by being available, promoting student autonomy, and encouraging cooperation in the community. The continual use of intended learning outcomes helped students identify their learning needs and achieve the outcomes.

The Supervisory Dyad: Creating a Developmental Space

ABSTRACT This article suggests that supervision is potentially a multi-dimensional developmental space for both the supervisee and the supervisor. It demonstrates how this occurs through a case study of a personal supervisory experience early in the author’s career. There are examples of multiple transference/counter-transference interactions between patient and clinician, supervisee and supervisor, and supervisor and patient. Attention is paid to the experience of lying in the supervision and in development, in general. The author concludes with a description of an orientation toward supervising that attempts to create a developmental space.

The association between political climate and trainees’ supervision experiences and needs

ABSTRACT This study examined whether political climate influenced trainees’ clinical work, supervisory experiences, and supervisory alliance. Data were collected from 366 trainees in a nationwide survey. Most trainees believed that the political atmosphere has affected clients to some degree. Over half reported political dialogue with supervisors, more often when political affiliation was similar. Supervisory alliances were most positive when trainees were aware of their supervisors’ political beliefs, regardless of agreement. Trainees wanted supervisors to provide greater awareness of multicultural issues and political climate in their clinical work. We recommend that supervisors invite trainees to discuss political effects on their clinical work.

Does Research Background Matter? Supervisory Experiences with a Thesis and Non-thesis Post-graduate Students

Supervision of the research students is not a trouble-free task. It becomes more challenging when supervisors confront the students of varying potential to carry out the research during the process of the thesis. The researchers sought to explore the supervisory experience of post-graduate (M.Phil) students who had done a thesis and those who had not done a thesis in their last degree. Eleven supervisors of different universities in Punjab, Pakistan participated in this study. The participants were aged from 40 to 60 years and most of them were working as assistant professors. The interview method was used for collecting the data and were analyzed through coding, categorizing and describing the emerging themes from the interview transcripts. The results indicated that M.Phil students with a thesis in their last academic degree were found to be comparatively ‘better’ than non-thesis students regarding the conceptual understanding of the research process, using software, confidence and communication skills and they required less supervisory support. The results were presented in the form of emergent themes that described supervisory experiences with these two types of MPhil students. The study has implications for supervisors and research students, particularly for the non-thesis students who require additional skills to pursue their research degrees. 
 Keywords: Thesis students, non-thesis students, higher education, supervisory
 experience, supervisory support

Psychology Internship Training Amidst COVID-19: Balancing Training Opportunities, Patient Care, and Risk of Exposure.

The emergence of the 2019 novel coronavirus (COVID-19) has dramatically altered how psychologists deliver its training. At least for the time being, virtual care has become the primary method for delivering mental health services. This has allowed patients and clinicians to continue to access and provide services in a way that would have been impossible years ago. Not only has this shift impacted patients, but it has also impacted supervision and training. The impact has been especially profound on inpatient units where the psychiatric and medical acuity is high of patients and the therapeutic milieu is an important aspect of treatment. The purpose of this paper is to review the impact of COVID-19 on pre-doctoral psychology interns during their rotation on an inpatient psychiatry unit at the start of the pandemic (January to June of 2020) and use these experiences to onboard the next class of interns in the new academic year (July 2020 to June 2021) using a hybrid model of in-person and virtual training experiences. At the end of 2020/2021 rotation, we voluntarily asked interns to complete a questionnaire that was developed based on the qualitative experiences of the previous class to assess the effectiveness of this hybrid model. We also surveyed multi-disciplinary staff members who were essential personnel and required to work in person during this time about their experiences of safety and support. With this information, we explore and offer guidance to other inpatient training sites who are likely to encounter similar challenges during this time. In particular, we discuss the integration of virtual technology into this training experience, as well as the restructuring of clinical and supervisory experiences. We highlighted several short-term strategies that we have flexibly adapted to our inpatient unit. The lessons learned herein seek to guide supervisors and trainees alike in adapting their psychology training programs to meet the evolving demands of COVID-19.

‘The Golden Question’. Addressing supervisee self‐care in clinical supervision

AbstractObjectivesThe purpose of this study was to explore how supervisee self‐care is, or is not, addressed in the clinical supervision of counsellors and psychotherapists. The aims of the study were as follows: (1) to analyse the process and dialogue used to address supervisee self‐care in clinical supervision; (2) to explore supervisee and supervisor experiences and understanding of how self‐care is addressed in clinical supervision; and (3) to investigate how addressing supervisee self‐care can be enhanced or maintained and how this can be implemented into training and practice.MethodFour established supervision dyads with experienced practitioners took part. Twelve supervision sessions were analysed using a discursive psychology approach to discourse analysis. Participants were then interviewed; the data were analysed using interpretative phenomenological analysis.ResultsThe findings from the discourse analysis demonstrate how discourse can enhance or limit addressing self‐care. The findings from the analysis of the supervisor interviews resulted in the following superordinate themes: ‘I am here’, ‘Where are you?’ and ‘We're the instruments’. The findings from the supervisee interviews resulted in two superordinate themes: ‘Me, myself and I' and ‘You and I'.ConclusionsThere is an interplay between the experience of the supervisor and supervisee and the dialogue used to address self‐care in clinical supervision. The implications for practice and training are discussed via ‘The Golden Question’ that encapsulates the findings.

Facilitating person-centred learning between nursing students and clinical supervisors in practice: guideline and programme development

Background: Current literature is silent regarding the steps required to facilitate person-centred learning in practice between students and their clinical supervisors. This participatory person-centred inquiry was undertaken to address that gap and was underpinned by the theoretical perspectives of transformational learning and person-centredness. Aim: This research study aimed first to identify the essential steps for effective facilitation of person-centred learning between nursing students and clinical supervisors in the practice context, and second, to develop a guideline as the basis for a person-centred education programme for clinical supervisors. Methods: The study methodology was aligned to the principles of person-centred research, which are participatory and transformational in intention. The associated methods were embedded in critical dialogue and critical creativity, including the use of art to explore the experiences of the clinical supervisors. The information gathered was synthesised using a creative hermeneutic approach. Findings: Seven steps were identified: crafting healthful relationships; meet and check-in process; daily interaction and supervision; feedback in the moment; critical conversation; group debriefing; check out; and completion of the placement. Finally, to embed the guideline in practice learning, a person-centred educational programme for clinical supervisors was developed. Conclusions: Embedding guidelines for person-centred facilitation of learning in practice provides a basis for the education and practice of clinical supervisors. Further research is required to include the student voice in this process. Implications for practice: The person-centred facilitation of learning between nursing students and their clinical supervisors in the practice context is a shared responsibility The seven steps to person-centred facilitation of learning enable person-centred learning for both nursing students and clinical supervisors Further research on the impact of the seven steps is required, with a focus on the voice of nursing students regarding their role

Registered social workers' supervision across areas of practice in Aotearoa New Zealand

INTRODUCTION: This article examines the supervisory experiences and views of registered social workers across the practice areas of statutory services, health and non-government organisations (NGOs.) The article aims to establish a baseline for supervision across areas of practice in Aotearoa New Zealand and discuss the implications any differences have for the supervision of registered social workers.METHODS: Demographic data from 266 postal survey respondents was descriptively analysed. A one-way ANOVA and Tamhane T2 post hoc tests were applied using IBM SPSS 24 to explore variances in means for the independent variable of Area of Practice across 10 scales about the respondents’ supervision experiences.FINDINGS: Differences were identified in the workforce profile of each area, and there were significant differences in supervisees’ experiences of supervision across areas of practice which reflected each area’s different supervision culture, policy, and practices. The findings show that supervision in health and NGO areas was more professional, clinical, cultural, reflective and involved more positive content within a more constructive supervision climate than supervision in the statutory area.CONCLUSIONS: A significant difference was found between the quality of supervision experienced by social workers in health and NGOs and their statutory social work colleagues. This needs to be addressed through changing the supervision climate, developing supervisor capability and the uncluttering of supervision through separating professional/clinical supervision from line management. This study provides a foundation for further research that compares supervision across practice areas.

Research supervisors’ views of barriers and enablers for research projects undertaken by medical students; a mixed methods evaluation of a post-graduate medical degree research project program

BackgroundMedical degree programs use scholarly activities to support development of basic research skills, critical evaluation of medical information and promotion of medical research. The University of Sydney Doctor of Medicine Program includes a compulsory research project. Medical student projects are supervised by academic staff and affiliates, including biomedical science researchers and clinician-academics. This study investigated research supervisors’ observations of the barriers to and enablers of successful medical student research projects.MethodsResearch supervisors (n = 130) completed an anonymous, online survey after the completion of the research project. Survey questions targeted the research supervisors’ perceptions of barriers to successful completion of projects and sources of support for their supervision of the student project. Data were analysed by descriptive statistics and using manifest content analysis. Further quantitative investigation was made by cross-tabulation according to prior research supervision experience.ResultsResearch supervisors reported that students needed both generic skills (75%) and research-based skills (71%) to successfully complete the project. The major barrier to successful research projects was the lack of protected time for research activities (61%). The assessment schedule with compulsory progress milestones enabled project completion (75%), and improved scientific presentation (90%) and writing (93%) skills. Supervisors requested further support for their students for statistics (75%), scientific writing (51%), and funding for projects (52%). Prior research supervision experience influenced the responses. Compared to novice supervisors, highly experienced supervisors were significantly more likely to want students to be allocated dedicated time for the project (P < 0.01) and reported higher rates of access to expert assistance in scientific writing, preparing ethics applications and research methodology. Novice supervisors reported higher rates of unexpected project delays and data acquisition problems (P < 0.05). Co-supervision was favoured by experienced supervisors but rejected by novice supervisors.ConclusionsBoth generic and research-related skills were important for medical student research project success. Overall, protected research time, financial and other academic support were identified as factors that would improve the research project program. Prior research supervision experience influences perceptions of program barriers and enablers. These findings will inform future support needs for projects and research supervisor training for the research supervision role.

Impact of the COVID-19 Pandemic on Clinical Supervision of Healthcare Students in Rural Settings: A Qualitative Study.

The COVID-19 pandemic has caused significant disruptions to healthcare student placements worldwide, including already challenged rural areas in Australia. While accounts are emerging of student experiences in larger centers and from a student perspective, there is a need for in-depth exploration of student supervisor experiences in rural areas at the onset of the pandemic. This study aims to address this gap through 23 individual, semi-structured interviews with healthcare workers from ten health professions who were either direct student supervisors or in roles supporting student supervisors A reflexive thematic analysis approach was used to develop four themes, namely compounding stress, negative impacts on student learning, opportunity to flex and innovate, and targeted transitioning support strategies. The findings indicate that healthcare workers with student supervision responsibilities at the onset of the pandemic experienced high levels of stress and wellbeing concerns. This study sheds light on the importance of supporting student supervisors in rural areas, and the need for implementing targeted support strategies for new graduates whose placements were impacted by the pandemic. This is not only essential for supporting the rural healthcare workforce but is also imperative for addressing inequalities to healthcare access experienced in rural communities.

Factors which influence the effectiveness of clinical supervision for student nurses in Sri Lanka: A qualitative research study

BackgroundClinical placements are an essential part of student nurse education, but their effectiveness is influenced by the type and availability of supervision and existing resources. In Sri Lanka, the specific socio-political context in which nursing, and nurse education, operate may also be important. ObjectivesTo examine the impact of socio-political factors on Sri Lankan nurses' supervisory practices and student nurses' experiences of clinical supervision. DesignQualitative descriptive. SettingsFour teaching hospitals and four educational establishments in Colombo district, Sri Lanka. Participants217 student nurses in years 2–4 of their programmes. 205 qualified nurses (clinical and academic) with a minimum of two years' supervisory experience. MethodsWritten responses to three open questions, followed by reflexive thematic analysis with inductive, semantic coding. ResultsTwo themes were identified: 1. Personal and professional development 2. Tensions and conflicts. Sociocultural norms and governance structures, which limited nurses' professional recognition and self-determination, negatively affected clinical supervision. ConclusionsThe sociocultural changes necessary to raise the professional status of Sri Lankan nurses will take time to occur. Approval of a mentorship education programme for supervisors, recognition of their role and greater support for students are important first steps in this process.

Internship Supervision Training: Perception and Experiences of Supervisors in Tertiary Institutions in Ghana

The study focused on the perception and experiences of internship supervisors in tertiary institutions, specifically, University of Education, Winneba (UEW), regarding internship supervision training they served as participants. Using a descriptive quantitative survey, a sample of 179 out of 315 faculty members were conveniently sampled for the study. The perception and experiences of respondents were measured using an adapted scale developed by De Vellis (2012). The data collected were analyzed descriptively and inferentially. The study revealed that internship supervisors had positive perception and experiences about internship supervision training. However, their perception and experiences were not influenced by their gender. Therefore, it was concluded that internship supervisors had positive perception and experiences about the need for internship supervision training. It was recommended that tertiary institutions in Ghana, specifically, UEW which is mandated to provide schools with quality professional teachers, make internship supervision training a core component of selecting supervisors to assess interns during internship so that the best and most qualified faculty member can be used for this vital activity.

The introduction of registered undergraduate students of midwifery in a tertiary hospital: Experiences of staff, supervisors, and women

BackgroundThe Registered Undergraduate Student of Midwifery (RUSOM) workforce model provides final year midwifery students an opportunity of paid employment and gain experience as an assistant to midwives. A RUSOM supports the work of midwives by providing care to women and their newborns. Little is known about how the RUSOM role impacts the range of stakeholders in maternity care settings. AimTo evaluate the acceptability of the RUSOM role, how it is experienced by staff and women, and its impact on quality of care. MethodsA mixed-methods approach including 9 qualitative focus groups (n = 41) and 4 descriptive surveys (n = 135) was used. FindingsThe introduction of the RUSOM role has numerous benefits for the service, midwifery staff, women, and the RUSOM themselves. The RUSOM relieved the burden on the postnatal ward, giving midwives more time to work at their higher end of scope in direct clinical care. Having a clear scope of practice for the role ensured there were clear boundaries between the RUSOM and the midwife, resulting in the positive satisfaction for the maternity services team and women in their care. DiscussionEmploying RUSOM staff has both immediate and long-term benefits for maternity services. The role had the potential to improve the professional development of upcoming midwives, leading to high quality and experienced graduates that are an invaluable asset to a maternity service. ConclusionThe positive outcome from this evaluation provides evidence for the expansion of the RUSOM model which can enhance the quality of care for women.

Balancing the effectiveness and cost of online education: A preliminary realist economic evaluation

Purpose While online learning for faculty development has grown substantially over recent decades, it has been further accelerated in the face of the worldwide pandemic. The effectiveness of online learning has been repeatedly established through systematic reviews and meta-analyses, yet questions remain about its cost-effectiveness. This study evaluates how synchronous online supervision training workshops and their cost-effectiveness might work, and in what contexts. Methods We conducted preliminary realist economic evaluation including qualitative (13 realist interviews), and quantitative approaches (cost Ingredients method). We developed a cost-optimised model based on identified costs and cost-sensitive mechanisms. Results We identified 14 recurring patterns (so-called demi-regularities) illustrating multiple online workshop outcomes (e.g. satisfaction, engagement, knowledge), generated by various mechanisms (e.g. online technology, mixed pedagogies involving didactic and active/experiential learning, peer learning), and triggered by two contexts (supervisor experience levels, and workplace location). Each workshop cost $302.92 per learner, but the optimised model including senior facilitators cost $305.70. Conclusions Our initial realist program theories were largely supported and refined. Although findings were largely concordant with previous literature, we illustrate how online workshop costs compare favourably with face-to-face alternatives. We encourage program developers to consider synchronous online learning for faculty development especially for remote learners, and in resource-constrained environments.

Differences between inexperienced and experienced safety supervisors in identifying construction hazards: Seeking insights for training the inexperienced

The hazard identification ability of frontline safety supervisors is essential to ensure site safety. As experience can benefit the identification performance, this study investigates the gaps between inexperienced and experienced safety supervisors. Thirty-five experienced safety supervisors and 35 novices were invited to identify hazards in 18 virtual construction sites created by 360-degree panoramas. Their identification results, attention allocation, and adopted scanpaths during the identification process were compared. It is found that the experienced significantly spent more fixation time, had more fixations, and gave a larger proportion of attention to hazardous areas. In contrast, the inexperienced had no idea about where might exist hazards in a scenario. They missed hazards due to ignoring the hazardous areas. Besides, it was hard for the inexperienced to recognize hazards requiring in-depth knowledge of safety regulations. They significantly identified fewer hazards except for the relatively obvious hazards: improper use of PPE and struck-by hazards. The scanpaths were more consistent among the experienced. They observed the scene sequentially, without consciously adopting any specific searching patterns from which the novices could learn. Therefore, it is suggested to train the inexperienced to be aware of hazardous areas in workplaces in addition to educating them on safety norms; and provide them chances to practice hazard identification to retain their learned knowledge. The findings reveal the gaps between inexperienced and experienced safety supervisors, providing insights for training the inexperienced and thus helping ensure the job site safety.