Clinical Supervision Training Research Articles

Upaya Kepala Sekolah dalam Mengembangkan Kompetensi Guru untuk Meningkatkan Mutu Pendidikan pada SMA Negeri di Kota Banda Aceh

Improving the quality of education is the responsibility of all stake holders, especially teachers during the process of learning in the classroom. Therefore, there is a need for teacher competence development that is influenced by various factors such as the principal's efforts. Based on this, the author wants to conduct a research entitled efforts of the principal school in developing teacher competence to improve the quality of education in the Public Senior High School in Banda Aceh which aims to determine the factors that can affect, the constraints faced and the efforts of principals in developing teachers’competency to improve the quality of education at SMA Negeri Kota Banda Aceh. Population and sample in this study were all principals of Public Senior High School in Banda Aceh as many as 16 headmaster are taken as sample (total sample). This is a descriptive research method with qualitative approach. data were collected through observation, interviews, and documentaries. Data was analyzed using simple statistics that is by tabulating the data in the table, calculating frequency and percentage then drawing conclusion. The results showed that the factors that affect teachers’ competence and the quality of education is the effort of the principal, training attended by teachers; learning facilities; teaching experience, health condition and educational background. Constraints faced against pedagogical and professional competence. The principal's efforts to develop highly effective and efficient teacher competencies can be done through MGMP empowerment, academic and clinical supervision and workshops or training with peers in schools. Students’ learning achievement can be increased by giving extra class in the afternoon, enrichment, remedial, and regular try out.

Are senior cardiac sonographers adequately prepared to provide echo training and supervision to students? Survey results from senior cardiac sonographers and echo educators in Victoria, Australia

AbstractIntroductionWorkplace supervision and training of cardiac sonographers in Victoria is largely undertaken by senior cardiac sonographers including echo educators. Effective clinical supervision is made difficult by a desire to maintain patient throughput and a lack of adequate staffing in the workplace. Many senior sonographers do not have the desired skills or adequate training to provide effective supervision.MethodsTwenty‐five senior cardiac sonographers and echo educators were surveyed to establish current trends in clinical supervision. Participants completed a survey regarding the frequency, perceived quality and confidence in providing echo training and supervision.ResultsThe majority of respondents provided workplace supervision to student cardiac sonographers as part of their usual duties. The time allocated to this varied from less than 1 day per month to up to 4 or 5 days per week. Most had no formal qualification in providing echo training and supervision while some had minimal training. All respondents rated the quality of the training and supervision provided as average or above.DiscussionSenior cardiac sonographers in Victoria suggest an increase in staffing levels and undertaking training in clinical supervision would assist them in providing effective workplace, training and supervision of student cardiac sonographers.

Effect of Clinical Supervision Training Program for Nurse Managers on Quality of Nursing Care in Intensive Care Units

Effect of Clinical Supervision Training Program for Nurse Managers on Quality of Nursing Care in Intensive Care Units

A supervision training program for school counseling site supervisors

ABSTRACTMost school counseling site supervisors have not received training in clinical supervision despite regularly serving as supervisors for school counseling students. In this article, we describe how one university has created a clinical faculty supervision training program for school counselors to address this need. The program infrastructure, training activities, session content, and evaluation methods are described. We present informal program evaluation data (N = 19) assessing participants’ perspectives of the program and discuss implications for supervision training.

Competency‐based Clinical Supervision: Status, Opportunities, Tensions, and the Future

Although competency‐based clinical supervision has been adopted in many international clinical training settings, acceptance has been variable with scholarly opinion outpacing actual practice. The transtheoretical molecular model, as articulated by Gonsalvez and Calvert (2014), offers a structure for advancing competency‐based supervision and an important contribution, providing for definition of content and processes implicit in supervision practice. Barriers to implementation of competency‐based supervision include lack of consensus on effective supervision practices, lack of empirical support for the model, and an absence of systematic training in clinical supervision during the training trajectory. However, the competency‐based model, when implemented with fidelity to an explicit approach with designated competencies (Falender & Shafranske, 2017; Gonsalvez & Calvert, 2014) provides essential components for implementation. These include supervisee and supervisor self‐assessment of competence as a platform for goal setting, establishment of a collaborative supervisory relationship through this process, attention to the power differential implicit in the relationship, with a promise of transparency in feedback provided through competence assessment and monitoring, attention to diversity and multicultural personal factors, and ethical, legal, and regulatory factors. The process of supervision enhances the supervisee's metacompetence, or awareness of what he/she knows and does not know, and skill development through systematic targeted monitoring and feedback. However, significant tensions arise in balancing multiple supervisor roles and responsibilities involving multicultural and global competence. Steps are proposed to advance supervisor competence within competency‐based supervision and the requisite practices are identified that define it as a model for future study and empirical analysis of supervision efficacy.

The attitudes of pregnant women and midwives towards raised BMI in a maternity setting: A discussion of two repertory grid studies

ObjectivesWeight-related stereotypes may have a detrimental impact on interactions between midwives and pregnant women with a body mass index (BMI) outside the recommended range of 18–30kg/m2. This paper explores the reciprocal construal of midwives and pregnant women with a raised BMI and considers the clinical implications of these constructs. ParticipantsTen pregnant women with a BMI≥30kg/m2 and 11 midwives and from an inner city maternity service were recruited. InterventionParticipants provided information that allowed for the creation of a repertory grid; generating psychological constructs (perceptions or attitudes) identifying similarities and differences between pregnant women and midwives across a BMI range. FindingsMidwives were extremely conscious of being perceived as judgemental. They construed all pregnant women as anxious and vulnerable, but attributed characteristics such as “less health-conscious” and “complacent” to those with a raised BMI. The ideal pregnant woman and ideal midwife were typically construed as more likely to have a BMI of 18–30kg/m2. Pregnant women with a BMI≤18kg/m2 were construed as lacking warmth. While midwives differentiated between the elements based on role, the pregnant women construed the elements according to their BMI. Similarly, they construed those with a BMI≤18kg/m2 as having an undesirable personality, and acknowledged weight-related stereotypes for those with a raised BMI. Clinical ImplicationsIt is possible these constructs impact on the way midwives care for and interact with women. Midwives may be supported through reflective clinical supervision and communication skills training to reduce the perceptions of stigma experienced by women with a raised BMI. It may be beneficial to involve pregnant women with a raised BMI in service development to ensure services meet their needs.

An Experiential Approach to Clinical Supervision Training: A Mixed Methods Evaluation of Effectiveness

ABSTRACTThis study evaluates an intensive experiential exercise designed to facilitate the provision of high-quality supervision in social work. Data from 46 BSW and MSW students suggest that the exercise can be an effective learning tool. Both quantitative and qualitative findings indicated that the students formed a supervisory working alliance; BSW students were satisfied with their supervisor; and that the approach met the goals of teaching MSW students to go beyond thinking of supervision as solely an administrative task. An overview and rationale for the exercise are included.

Self-care assessment as an indicator for clinical supervision in nursing

Objective: to evaluate the needs of clinical supervision for nurses to assess the degree of dependence on self-care and planning of nursing interventions. Methods: analytical study, cross-cutting nature, collecting data from a sample of 110 patients. Results: it was shown the differences in the identification of the degree of dependence between registers and experts, as well as the selection of operations for each self-care and failures to the original assessment of the filling level (no evaluation self-care/no identification of the degree of dependence). Conclusion: there were gaps in the nursing process; they have proposed strategies such as clinical supervision sessions, training, case studies, protocols and guidance documents, to be included in a clinical supervision in nursing model.

Examining the Status of Supervision Education in Rehabilitation Counsellor Training

Supervision is a widely recognised component of counsellor training, yet little is known about the clinical supervision training of rehabilitation counsellor educators during their doctoral education. Using syllabi from doctoral rehabilitation counselling programmes, this article discusses the state of clinical supervision in doctoral-level training, and its teaching and clinical implications. 16 of the 25 Ph.D. programmes in rehabilitation responded to contact, and 11 programmes reported offering a course in supervision. Eight of these programmes shared the syllabus for their doctoral-level supervision course(s). The syllabi were analysed to find common themes related to content, learning objectives, assignments and readings. These themes are discussed, and are followed by five recommendations on the manner in which clinical supervision should be provided in rehabilitation doctoral programmes.

Clinical supervision training across contexts.

Clinicians require specific skills to teach or supervise students in the workplace; however, there are barriers to accessing faculty member development, such as time, cost and suitability. The Clinical Supervision Support Across Contexts (ClinSSAC) programme was designed to provide accessible interprofessional educator training to clinical supervisors across a wide range of clinical settings. In Australia there are increasing numbers of health care students, creating pressure on existing placements. Students are now increasingly learning in community settings, where clinicians have traditionally had less access to faculty member development. An interprofessional team collaborated in the development and implementation of ClinSSAC. A total of 978 clinicians participated in a face-to-face, interactive, introductory module to clinical supervision; 672 people accessed the equivalent online core module, with 23percent completing all activities. Additional profession-and discipline-specific modules were also developed. Formal project evaluation found that most participants rated the workshops as helpful or very helpful for their roles as clinical supervisors. Interdisciplinary learning from the workshops was reported to enable cross-discipline supervision. Large participant numbers and favourable ratings indicate a continuing need for basic training in education. Key factors to workshop success included expert facilitators, the interprofessional context and interactive model. The online modules were an important adjunct, and provided context-specific resources, but the low online completion rate suggests protected face-to-face time for faculty member development is still required. Programmes such as ClinSSAC have the capacity to promote interprofessional education and practice. There are barriers to accessing faculty member development, such as time, cost and suitability.

Form Follows Function: A Model for Clinical Supervision of Genetic Counseling Students

Supervision plays a vital role in genetic counselor training, yet models describing genetic counseling supervision processes and outcomes are lacking. This paper describes a proposed supervision model intended to provide a framework to promote comprehensive and consistent clinical supervision training for genetic counseling students. Based on the principle "form follows function," the model reflects and reinforces McCarthy Veach et al.'s empirically derived model of genetic counseling practice - the "Reciprocal Engagement Model" (REM). The REM consists of mutually interactive educational, relational, and psychosocial components. The Reciprocal Engagement Model of Supervision (REM-S) has similar components and corresponding tenets, goals, and outcomes. The 5 REM-S tenets are: Learning and applying genetic information are key; Relationship is integral to genetic counseling supervision; Student autonomy must be supported; Students are capable; and Student emotions matter. The REM-S outcomes are: Student understands and applies information to independently provide effective services, develop professionally, and engage in self-reflective practice. The 16 REM-S goals are informed by the REM of genetic counseling practice and supported by prior literature. A review of models in medicine and psychology confirms the REM-S contains supervision elements common in healthcare fields, while remaining unique to genetic counseling. The REM-S shows promise for enhancing genetic counselor supervision training and practice and for promoting research on clinical supervision. The REM-S is presented in detail along with specific examples and training and research suggestions.

Working with people who have killed: the experience and attitudes of forensic mental health clinicians working with forensic patients.

Forensic mental health (FMH) clinicians sometimes feel unsupported and unprepared for their work. This article explores their experiences of working in a FMH setting in Australia. The research examined the clinical context of clinicians working with forensic patients (FP), particularly those individuals who have killed while experiencing a mental illness. A qualitative, exploratory design was selected. Data were collected through focus groups and individual interviews with hospital and community-based forensic clinicians from all professional groups: psychiatric medicine, social work, psychology, mental health nursing, occupational therapy, and psychiatric service officers. The main themes identified were orientation and adjustment to FMH, training in FMH, vicarious traumatization, clinical debriefing and clinical supervision, and therapeutic relationships. Participants described being frustrated and unsupported in making the transition to working with FP and felt conflicted by the emotional response that was generated when developing therapeutic relationships. Recommendations include the development of programmes that might assist clinicians and address gaps in service delivery, such as clinical governance, targeted orientation programmes, and clinical supervision.

The Heroic Supervisor: Using the Hero's Journey to Facilitate Development in Supervisors-in-Training

This qualitative study explored the perspectives of nine supervisors-in-training to understand how they used metaphoric stories containing the hero's/heroine's journey to conceptualize their process of transitioning from counselor to supervisor. Analysis revealed a three-phase process of counselor supervisor development similar to the process of development and transformation described in both the constructivist model of change (Mahoney, 2006) and the hero's journey (Campbell, 1988). Results also indicated that conceptualizing their development as supervisors using the stories provided students with a valuable opportunity for critical self-reflection and meaning making. Suggestions for clinical supervision practice, training, and future research are discussed.

Pilot implementation of allied health assistant roles within publicly funded health services in Queensland, Australia: results of a workplace audit.

BackgroundAllied health assistants provide delegated support for physical therapists, occupational therapists and other allied health professionals. Unfortunately the role statements, scope of practice and career pathways of these assistant positions are often unclear. To inform the future development of the allied health assistant workforce, a state-wide pilot project was implemented and audited.MethodsNew allied health assistant positions were implemented in numerous settings at three levels (trainee level, full (standard) scope and advanced scope level). Six months after implementation, 41 positions were audited, using a detailed on-site audit process, conducted by multiple audit teams.ResultsThematically analysed audit findings indicated that both the full (standard) scope and the advanced scope positions were warranted, however the skills of the allied health assistants were not optimally utilised. Contributing factors to this underutilization included the reluctance of professionals to delegate clinical tasks, inconsistencies in role descriptions, limitations in training, and the time frame taken to reach an effective skill level.ConclusionsOptimal utilisation of assistants is unlikely to occur while professionals withhold delegation of tasks related to direct patient care. Formal clinical supervision arrangements and training plans should be established in order to address the concerns of professionals and accelerate full utilisation of assistants. Further work is necessary to identify the key components and distinguish key features of an advanced allied health assistant role.

Comparative effectiveness and cost-effectiveness of a computer-delivered psychosocial treatment program for prisoners with substance use disorders

Comparative effectiveness and cost-effectiveness of a computer-delivered psychosocial treatment program for prisoners with substance use disorders

Reducing burnout in nurses and care workers in secure settings

To identify which educational interventions reduce burnout and promote wellbeing in nurses and care workers in secure settings. A systematic review of health, educational and criminal justice literature was undertaken to appraise relevant studies and identify educational interventions that were effective in reducing burnout. There is some evidence that clinical supervision and psychological intervention training are successful in reducing burnout in nurses and care workers in secure settings. Supportive relationships can help nurses to manage emotional stress, and continuing personal and professional development can reduce burnout in qualified nurses in secure settings.

Clinical supervision in psychological therapists

The aim of this study was to audit recommendations contained within the clinical supervision (CS) of psychological therapies guideline and specifically, whether psychological therapists have appropriate training and competencies in generic CS. Results showed that the majority of supervisors perceived themselves to be competent in CS and a positive relationship was found between perceived competencies and years as a supervisor.

A Study of Clinical Supervision Techniques and Training in Substance Abuse Treatment

Data from 57 clinical supervisors in licensed substance abuse treatment programs indicate that 28% had completed formal graduate course work in clinical supervision and 33% were professionally licensed or certified. Findings raise concerns about the scope and quality of clinical supervision available to substance abuse counselors.

Reflective insights on group clinical supervision; understanding transference in the nursing context

Reflecting on group theory within clinical supervision offers useful vantage points from which to engage nursing and the helping professions in the task of supervisory practice. This paper presents reflective experiences of group clinical supervision training and practice through a critique of Hawkins and Shohet’s process centred model. The underlying premise of transference hypothesis is that experiences and memories from the past inform present behaviours. Little has been written about the hypothesis in relation to clinical supervision in nursing and the helping professions. However, the hypothesis was criticised by John M. Shlien in the 1980s and remains pertinent today due to expansion into social and healthcare practice. Reflective autobiographical diary entries focus on the model’s two latter stages which propose the use of Sigmund Freud’s transference hypothesis. The work of Freud, Foulkes, Heidegger and Hawkins and Shohet are synthesised and conclude with a phenomenological suggestion that immediacy and openness are necessary ontological conditions for group clinical supervision. Valuing empathic attunement to better understand group clinical supervision may be more important than theoretical distractions for non-therapeutic clinical supervision practice

Application of the Discrimination Model of Supervision for Residency Education

The advantages of a biopsychosocial emphasis in family medicine have been established. Such an emphasis requires behavioral science specialists who are prepared to instruct and supervise resident physicians regarding non-medical aspects of their treatment of patients. Most behavioral science faculty hail from one of the mental health professions and may not have received clinical supervision training in how to apply their knowledge and skills in a medical setting. The discrimination model of clinical supervision is widely used in psychology and counseling and is described here. A detailed explanation of how it can be applied to residency education is offered and examples are supplied, thus offering assistance to behavioral science faculty in their cross-disciplinary pursuits.