Supervisory Experience Research Articles

Experiences of United States genetic counseling supervisors regarding race/ethnicity in supervision: A qualitative investigation.

While addressing culture in supervision is important, research suggests genetic counseling supervisors are unsure how to discuss it within the supervisory relationship. This study explored the perceptions of genetic counselor supervisors from the United States regarding how their supervisors approached racial/ethnic differences in their supervisory relationships when they were students, effects on those relationships, and subsequent influences on their supervision practices. Nine genetic counselors who self-identified as White/Caucasian, and nine who self-identified as racial/ethnic backgrounds other than White/Caucasian, were purposively recruited to participate in semi-structured phone interviews. Questions explored participant perceptions of how their supervisors approached racial/ethnic differences in supervision, effects on those supervisory relationships, and influences of their experiences as students on their current supervision practice. Thematic analysis revealed four major themes, with most participants agreeing that (1) recognition of race/ethnicity in supervision was limited as a student and in their current supervision practices; (2) supervisors vary in their comfort discussing race/ethnicity; (3) prior student supervision experiences of racial/ethnic differences have limited effects on current supervision practice; and (4) supervisors desire more training in how to approach conversations around race/ethnicity. Further professional discussions about the role of race/ethnicity in the supervisory relationship and training in addressing the cultural context in supervision are needed.

Experiences of Honours Research Students and Supervisors During the COVID-19 Pandemic: A Pilot Study Framed by Self-Determination Theory

This study evaluated the impact of the COVID-19 pandemic in a sample of Honours students (n = 21) and Honours supervisors (n = 41) at a major Australian university. Data were collected from voluntary, online, anonymous surveys, which included ratings of the pandemic’s impact on their 1) experience of Honours research activities, and 2) sense of relatedness, competence, autonomy, and wellbeing. Self-determination theory (SDT), which posits that the psychological needs of relatedness, competence, and autonomy lead to a sense of wellbeing, provided a theoretical framework for understanding student and supervisor experience during the pandemic. Both students and supervisors indicated significant impact of the pandemic on the students’ research projects, and the degree of perceived impact did not differ between students and supervisors. There was no relationship between the severity of impact and student or supervisor wellbeing. Student wellbeing was low, but the hypotheses that student SDT needs would not be met were only partly supported. Overall, the extent to which Honours students’ SDT needs were met predicted wellbeing; the outcome was similar for supervisors. Our hypothesis that SDT needs and wellbeing would be higher for supervisors than for students was supported. The theoretical and practical implications of these findings are discussed, including recommendations for Honours programs as we move through the current pandemic.

Reflective practice through clinical supervision: implications for professional and organisational sustainability

ABSTRACT In this small-scale study, we explore and highlight the value of reflective practice through the practice lens of clinical supervision, and propose issues and implications for professional sustainability. Focused opinions and perspectives from four experienced counsellors and supervisors were analysed to create a wider forum of debate regarding reflective practice as a positive individual and organisational force, as well as a source of empowerment. We emphasised identifying those factors that facilitate reflective practice within the context of clinical supervision at a family service centre in Singapore. We propose that the concept and practice of reflective practice be expanded to similar organisations in the caring industry who could utilise such practices as part of wider plans for resilience and sustainability.

The Unsaid II: In‐depth accounts of non‐disclosures in clinical supervision from the supervisor's perspective

AbstractAimTo offer an in‐depth account of non‐disclosures from the supervisors' perspective, this study sought to explore the supervisor's experience of non‐disclosure within the supervisory relationship.MethodUsing interpretative phenomenological analysis (IPA), eight supervisors were interviewed.FindingsFive super‐ordinate themes are focused on in this paper: (a) Supervisor training, (b) Supervisor non‐disclosure, (c) Management of trainee non‐disclosures, (d) Supporting factors for supervisor disclosures, and (e) The effect of non‐disclosures.Conclusion/ImplicationsExploring non‐disclosures from the supervisor's perspective revealed that the supervisor's perceived lack of power and control at the beginning of supervision set the tone for their identification and management of non‐disclosures in the supervisory relationship. A further finding related to how thoughts about non‐disclosure were closely linked to reluctance to supervise and served the purpose of supervisor strategic self‐presentation.

Development and Testing of an Instrument for Summative Assessment of Practical Skill Performance: A Generalizability Theory Approach.

Many newly graduated nurses lack proficiency in practical skill performance. Presently, nursing students' practical skill is assessed by summative instruments with overarching items. The purpose of this study was to develop a more detailed instrument to use in summative assessment of nursing students' practical skill performance and to assess its psychometric properties. A 50-item instrument was developed. Video-recorded performances were rated by experienced clinical supervisors. A multifacet measurement design was developed. Relevant parameters were estimated by generalizability analysis. Findings indicated that error of measurement were mainly caused by raters far more than by items. The present study suggested that summative assessment in realistic settings may not apply one rater only. Two to three/four raters appear necessary to dependably measure most skills.

“Moving out of the safe zone”: Promoting learning communities and reflective supervision in a social work statutory child protection agency

INTRODUCTION: Social work supervision in statutory child protection settings is often confused with line management and has little focus on professional development, critical reflection and exploration of practice. Within Aotearoa New Zealand, the statutory child protection agency Oranga Tamariki (OT), is under considerable scrutiny regarding the management of risk, child abuse, and the over-representation of Ma ̄ori tamariki within the child welfare system. This article covers the first collection of findings from a larger supervision study.METHODS: Using critical reflection as the methodological lens, four experienced OT supervisors participated in a learning community where supervision recordings were brought to each meeting to improve reflective capacity, critical reflection and skills. Data were collected from the learning community and thematic analysis was undertaken to explore current supervision practice in OT.FINDINGS: The three themes generated from the learning community discussions were: supervisory skills/interventions; the structure of supervision; and working with emotion and trauma. These themes highlighted the significance of the learning community as a forum for supervisors to share their existing supervision practice together, “moving out of the safe zone” as they engaged in positive and constructive feedback with their colleagues in a supportive space.CONCLUSIONS: Reflective supervision, within statutory child protection, is essential for learning, critical reflection and cultivating robust decision making in social work practice. The creation and development of professional supervision spaces such as learning communities provide the basis for supervisors and supervisees to develop their skills and ensure accountable, anti-oppressive and ethical practice.

A qualitative study of supervisors' experiences with nursing students in practice, a new guidance model

IntroductionClinical practice stimulates students to use their critical thinking skills for problem solving. Collaboration between educational institutions and practices can also be challenging. AimThis study aimed to determine supervisors' experiences using a case model in clinical supervision and evaluation. MethodAfter a period in which a new case model was implemented in clinical practice for nursing students, their supervisors were interviewed. A total of six informants participated, and their ages ranged from 25 to 35 years old. ResultsThe case model was a new and better way to make the connections between theory and practice. The supervisors were not ready to take over any more central or final evaluation responsibility. Discussion/conclusionWe discuss whether supervisors can take responsibility for some of this evaluation work, especially at the end of the practice period. This study shows that the need is there, but many experienced supervisors prefer to adopt the standards that were in use when they were completing their studies.

Art of Becoming a Social Work practice educator


 
 
 Through this practice note, I share some of my reflections and learning of becoming a practice educator. The experience has enhanced my skills as a social worker and team manager and now as a social work doctoral student. Based on my observations of supervision as a practice assessor and my experience of having many different managers throughout my career, I have noticed when social workers move into management without a practice educator qualification, the supervisory relationship experience is a different one than that of a practice educator – turned manager. I question why this is. Is reflective supervision only reserved for students? I am suggesting that it should not be. Each supervisor should be supported and enabled to connect with their Art, as supervision is a form of Art. 

ANALISA FAKTOR-FAKTOR YANG PALING DOMINAN PENYEBAB KETERLAMBATAN PROYEK

The construction of construction projects in Kupang district is currently experiencing a very rapid development, many buildings and roads were built to accommodate the needs of the community. This research focuses on the factors that cause delays that occur in the construction project of the Pancasila Flobamora Monument. This research was completed using a questionnaire distributed to parties directly involved in the process of building the Flobamora monument of the Pancasila house. The results of the study found 5 factors that have the highest importance index value, namely: lack of work experience of masons (68.41%), the influence of rainy weather (66.90%), late delivery of equipment to the project location (52.36%), lack of work experience. field supervisors (43.63%), late payments by the owner (32.29%). Recommendations given are based on the delay that occurred in the construction project of the Pancasila flobamora monument, namely the lack of work experience of masons, Increasing supervision of the masons by increasing the workforce of the head of workers and foremen. The influence of rainy weather, it is better if overtime hours are applied when the weather conditions are not raining so that reduced production due to rain can be overcome, the lack of work experience of field supervisors, providing assistance and direction for less experienced field supervisors.

Developing research knowledge and capability in undergraduate nurses: evaluation of targeted placements.

There are few opportunities for undergraduate nurses to undertake experiential learning about research design and conduct. The project aim was to implement and evaluate a placement to support the development of research knowledge and skills. Establishment of a four-week placement, with allocation to a registered quality improvement/service evaluation project. Evaluation was obtained through questionnaires; student experience (pre, post and one year), supervisor experience and organisational impact (presentations, conference and grant submissions). 24 students (five cohorts) were allocated to 17 projects (2017-2019). 100% of students enjoyed the placement, gained research knowledge and insight into clinical care. At one year (n = 15), 88% of students would consider undertaking a service evaluation and 65% (n = 11) would consider further post-graduate study. All supervisors (n = 20) reported the initiative valuable for student development. All project results were shared with relevant local teams to enable service planning and results from five projects been presented at eight national and international conferences. Three projects have contributed directly to further research grant submissions. The programme supports the development of undergraduate nurses to be research ready and facilitates organisations to address high-priority safety and quality topics. Further resources are required to be able to increase placement capacity.

The perception of counselling services through the lens of college faculty in China

AbstractCounselling has become a growing profession in many countries around the world and is now viewed as an international profession. Gaining insights into the perceptions of college professors on counselling has been an ongoing challenge. With the high number of international students, particularly those from China, the purpose of this study was to describe the perceptions of professional counselling held by Chinese professors in China. The authors identified six themes that made up the essence of the Chinese faculty's perceptions of professional counselling: roles of college counsellors in China; common challenges that brought Chinese college students to counselling; Chinese professors’ expectations of college counsellors; training and requirements of college counsellors; credentials and experience of counsellor supervisors; and future development of college counselling in China. The results led the authors to note that research focused on the intersections of specific cultures and the basic foundations of counselling is needed so that counselling becomes a more relevant means to improving mental health around the world.

Singaporean supervisory identity development and its relationship to supervisory experience, counselling experience, and training in supervision

ABSTRACT The relationship between supervisory identity development and supervisory experience, counselling experience, and training in supervision was examined for a group of 29 Singaporean counsellors who attended a workshop on supervision. Analyses indicated that supervisory experience was related to supervisory identity development, whilst counselling experience and supervisory training initially were not. Additionally, participants showed significantly greater scores on the Psychotherapy Supervisor Development Scale (PSDS) following the workshop when compared with PSDS scores prior to the workshop. Thus, workshop supervision training ultimately aided supervisory identity development. The implications of these findings are discussed in relation to the importance of supervisor credentials.

Ph.D. partnership: effective doctoral supervision using a coaching stance

ABSTRACT Interactions between a graduate student and their supervisor are the backbone of a successful doctoral experience. Although the number of doctoral students is increasing, there are fewer full-time doctoral students. The emerging part-time student segment represents a unique trend in higher education, creating greater diversity than traditional full-time students on an academic track. The shift impacts and complicates the student’s overall experience in developing and sustaining relationships with their supervisor. Traditional mentorship models suggest progressing through doctoral studies in a manner that may be inappropriate for this new group of part-time, professional Ph.D. candidates. This study applies an autoethnographic approach in examining how a coaching stance supports a faculty/student relationship. The paper shares two sides of the journey and the resulting reflections. The outcomes represent the supervisor and student experience and surface critical aspects of the relationship and the associated dissertation writing process. The result is a detailing of a unique experience and the lessons drawn from it. These lessons provide guidance in working with doctoral students in a more supportive and productive manner. Recommendations include using coaching questions, fostering increased student responsibility for their studies, and methods to make the supervision process intentionally purposeful.

Qualitative Meta-Analysis of Supervisee and Supervisor Experience in Supervision

목적 본 연구의 목적은 수퍼비전에서 수퍼바이지와 수퍼바이저가 어떠한 경험을 하는지 탐색하는 것이다 방법 이를 위해 수퍼바이지와 수퍼바이저 경험에 대한 질적 연구를 대상으로 질적 메타분석을 실시하였다. 분석 대상 논문은 수퍼비전 경험을 주제로 질적 연구를 수행한 국내 학술지(KCI 등재지) 연구 논문 총 27편이다. 분석 대상 논문의 자료코딩 및 범주, 개별 연구간 상호 비교⋅분석, 결과 도출, 종합적 결과 도출 및 도식화 과정을 거쳐 수퍼비전에서 수퍼바이지와 수퍼바이저 경험을 도출하였다. 결과 수퍼바이지 경험은 전문가를 위한 첫걸음, 관계안에서의 역동, 전문가를 위한 노력으로 나타났으며, 수퍼바이저 경험은 전문가로서의 준비, 전문가가 되기 위한 진통, 전문가로서의 성장으로 나타났다. 이를 종합한 결과 수퍼비전은 전문가로서 성장을 통한 자리매김이라는 종합 주제를 도출하였다. 결론 이러한 연구 결과를 바탕으로 그 의미를 논의하고, 수퍼비전 교육을 위한 시사점, 연구의 의의 및 제한점을 제시하고 후속 연구를 위해 제언하였다.

Qualities of Academic Librarians Who Advance into Middle Management: An Exploratory Factor Analysis

The path to management is difficult for academic librarians without formal supervisory experience, especially in public services. However, little research on how frontline librarians without supervisory experience advance into middle management has been conducted. To determine the extent to which a relationship between certain personal characteristics and librarians’ likelihood to advance exists, a survey was administered to public services librarians who had been promoted into middle management within the previous 5 years. Exploratory factor analysis revealed that charismatic presence, long-term thinking, instruction experience, customer service orientation, interpersonal skills, and ability to achieve tenure/promotion in rank contributed to librarians’ successful advancement.

Cross-Cultural Counselling Supervision in Ukraine.

Counsellor educators face complex challenges in the advancement of the counselling profession internationally. One way the counselling profession in Ukraine has been developed is through the use of cross-cultural engagement between local supervisees and U.S.-trained international supervisors. This qualitative study examined the phenomenon of the cross-cultural supervisory experiences of twelve participants involved in transnational distance supervision among Ukrainian supervisees, and their U.S.-trained, non-Ukrainian supervisors. Semi-structured interviews were used to elicit participants’ descriptions of their supervisory experiences. Participants identified commitment to the supervisory relationship, the importance of felt supervisor support, shared resources to promote counsellor growth, and in-person meetings in the supervisee’s context prior to the start of the supervisory relationship as the most important aspects of supervision. The researchers highlight implications and propose recommendations for counsellor educators and supervisors desiring to implement cross-cultural or transnational supervision in different cultural contexts.

Knowledge Management framework for the supervision of IT postgraduate research in Sri Lanka

The private sector higher education industry is increasingly attracting a knowledge-based community that depends critically on Knowledge Management (KM) and Knowledge Sharing (KS) activities to expand the quality of supervising postgraduate research students. Using the KM approach to share good research supervision knowledge will help junior research supervisors to conduct quality research with students and thereby help the supervision process to be more successful. The objective of this study is to suggest a conceptual framework that fits in the supervision process. This is conducted to investigate how KM and Information Technology (IT) can be used to develop a model for the supervision process. The framework highlights the critical KM activities in the research supervision process, and it is based on the Task/Technology Fit theory. Using this framework, the knowledge of the more experienced supervisors will be captured and used by junior supervisors in their supervision process.

Knowledge Management framework for the supervision of IT postgraduate research in Sri Lanka

The private sector higher education industry is increasingly attracting a knowledge-based community that depends critically on Knowledge Management (KM) and Knowledge Sharing (KS) activities to expand the quality of supervising postgraduate research students. Using the KM approach to share good research supervision knowledge will help junior research supervisors to conduct quality research with students and thereby help the supervision process to be more successful. The objective of this study is to suggest a conceptual framework that fits in the supervision process. This is conducted to investigate how KM and Information Technology (IT) can be used to develop a model for the supervision process. The framework highlights the critical KM activities in the research supervision process, and it is based on the Task/Technology Fit theory. Using this framework, the knowledge of the more experienced supervisors will be captured and used by junior supervisors in their supervision process.

Models of remote professional supervision for psychologists in rural and remote locations: A systematic review.

IntroductionPsychology workforce shortages in geographically rural or remote contexts have highlighted the need to understand the supervisory experiences of psychologists practising in these locations, and the models of supervision employed to support their practice and improve client safety.ObjectiveTo review the models of remote professional supervision and the supervisory experiences of psychologists practising in rural and remote locations.DesignUsing the Joanna Briggs Institute methodology for mixed‐methods systematic review, 8 health and education databases were searched using keyword and subject heading searches.FindingsThe initial search identified 413 studies. A full‐text review identified 4 papers that met the inclusion criteria and were subjected to a methodological appraisal by 2 reviewers. Three studies included qualitative data, with 2 using transcribed interviews. Two studies reported quantitative data, with only one study including a statistical analysis of the outcomes.DiscussionThe results for the efficacy of the current models of remote supervision being used within the allied health and psychology professions are limited, with methodological limitations cautioning generalisability of results. The experiences of psychologists engaged in remote supervision do not appear to have changed over the past decade despite technological advances.ConclusionsQuality professional supervision is critical for the sustainability of the psychology workforce in rural and remote locations, reducing professional isolation, and for improved patient outcomes. This review identified a need for improved evidence for remote supervision models for psychologists working in geographically rural and remote locations. Lessons can be learned from other health professions’ models of remote supervision.

Unsatisfactory Supervisory Experiences Reported by South Korean Supervisors: Types, Responses, and Cultural Context

Eleven Korean supervisors were interviewed about their unsatisfactory supervisory experiences (USEs) and the interview data were analyzed using a grounded theory approach. These results were presented within a broader framework that considered the cultural context in which the supervision was occurring and its effects on relationship dynamics, as well as the supervisory context in which those supervisors were working. Supervisors reported a range of USEs, including supervisee’s failure to learn and supervisees’ negative reactions to the supervisors as well as coping strategies they employed in response (e.g., suppressing negative emotions and continuing supervision). Most USEs were unresolved and the supervisors came to provide rigorous structuring as well as screening potential supervisees who might bring USEs. The results are discussed in the context and current status of clinical supervision in Korea and implications of these findings for supervision, training and research in the world.