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At least 19 recordsLinked to original sources

PubMed2002

Expert supervisors' views of clinical supervision: a study of factors promoting and inhibiting the achievements of multiprofessional team supervision.

BACKGROUND: Only a few studies are available of team supervision and its challenges to supervisors. A multiprofessional team supervision project was accomplished in 1995-1998 in one university hospital in Finland. Eighty-two practitioners from five wards participated in the project and 10 experienced supervisors implemented their team supervision. AIM: The aim of this qualitative study is to describe the experiences of five supervisor pairs (n=10) of multiprofessional team supervision. METHODS: Data were collected by semi-structured interviews from the supervisor pairs. The interviewing style was open and followed that of a guided conversation between supervisors and researcher. Interview data were analysed using thematic content analysis. FINDINGS: The factors that influenced team supervision were as follows: advanced knowledge of supervision and confidence in supervisors, commitment and motivation, interaction and collaborative relationships and the arrangements of team supervision. The positive effects of team supervision as identified by the supervisors were as follows: influence on interaction and human relationships in the work community, supervisees' strengthened professional identity and the development of multiprofessional practice. CONCLUSIONS: Several factors can promote or inhibit the achievements of team supervision. Regardless of all the difficulties related to team supervision, its effects on a work community are positive. For the supervisors, team supervision is a demanding and challenging but also a rewarding process.

Finland↗

PubMed1999

Lost in the crucible of supportive clinical supervision: supervision is not therapy.

Clinical supervision as a mechanism that supports both professional and personal development is a concept that has captured the imagination of nurses. Though nurses generally agree that 'supervision is not therapy', a clear distinction cannot be enunciated between these two processes when both aim at personal growth. In combining personal and professional growth, the rationale for clinical supervision is unnecessarily confused, with the unfortunate result that supervision may, unwittingly, become a form of therapy for nurses. This paper examines a model of supportive clinical supervision qua Chambers and Long's example of a facilitative therapeutic supervisory style, that reflects nurses' conceptualization of clinical supervision as enhancing personal and professional growth. However, it could be argued that this stance is in crucial respects incorrect, and needs to be rethought if clinical supervision is to be established as credible in nursing. Subsequently, it is important to remember that the utilization of certain techniques rather than their stated goals, will dictate the form that supervision, or therapy, will take. The purpose of this paper is to demonstrate the logical unacceptability in combining two processes as one, while developing a conceptual framework that differentiates supervision from therapy.

Humans↗

PubMed2000

Cognitive therapy supervision as a framework for clinical supervision in nursing: using structure to guide discovery.

Cognitive therapy supervision as a framework for clinical supervision in nursing: using structure to guide discovery Cognitive therapy has an undisputed evidence base upon which its clinical application flourishes. This approach is now a well-recognized and widely adopted method used in the treatment of a diversity of psychological problems. More recently, prominent innovators of this psychotherapy have devised a framework to guide the clinical supervision of cognitive therapists. In keeping with its therapeutic application, the cognitive therapy framework for supervision is focused, structured, educational and collaborative. It serves to enhance the therapeutic proficiency of the cognitive therapist. In contrast, the supervision models reported in the recent nursing literature are less precise in their mission and when evaluated their contribution to nursing is shown to be dubious. Following an overview of the supervision models commonly cited in the nursing literature, a more focused comment on the evaluative research concerning Proctor's three-function interactive model will be offered. It is suggested that the unconvincing research findings may be related to the conceptual muddle surrounding clinical supervision, and the expectation for clinical supervision to deliver more than an opportunity for the progression of our therapeutic integrity. From this, a cognitive therapy supervision framework is described and suggested by the authors as a structure from which supervisors can guide discovery.

Clinical Competence↗

PubMed1999

Clinical supervision and managerial supervision: some historical and conceptual considerations.

The current lack of consensus among authors in the United Kingdom on the concept of clinical supervision continues unabated, although enthusiasm for its implementation is being questioned by those who would be supervised. The literature now reports confusion among practitioners on the differences between clinical and managerial supervision, and supervision and therapy. This paper addresses the differences between clinical and managerial supervision by revealing nursing's history of clinical supervision. It is argued that until the current underlying conceptual ambiguities are identified and corrected, clinical supervision remains at risk of deteriorating into managerial supervision.

History, 20th Century↗

PubMed1999

Ethics in clinical nursing supervision--an introduction to the theory and practice of different supervision models.

In clinical nursing supervision there are many complex ethical problems. This paper gives an answer to the question of what different clinical supervision models are available, explored from an ethical point of view. Four tentative ethically oriented supervision models, more or less related to the clinical supervision models, were found: decision-making oriented, case-oriented, principle-oriented and value-oriented. Questions of ethical issues and dilemmas related to the clinical supervision process have been addressed specifically to nurse clinical supervisors. It is interesting to note that the three dilemmas found in this study are related to the relationship between supervisor and supervisee. Clinical nursing supervision is an ongoing systematic process that encourages and supports both improved professional and improved administrative practice. In this process the nurse clinical supervisor is committed in her/his role to compromise and to take responsibility for the supervisee's professional development.

Conflict, Psychological↗

PubMed1999

Effects of systematic clinical supervision on psychiatric nurses' sense of coherence, creativity, work-related strain, job satisfaction and view of the effects from clinical supervision: a pre-post test design.

There are few investigations of the type and the outcome of interventions aimed at supporting nurses caring for psychiatric patients. Therefore a prepost-test design study was used in which 22 psychiatric nurses, on a general psychiatric ward were examined before, during and after one year of systematic clinical supervision combined with supervised documented, planned, individualized care. The methods used were the Sense of Coherence scale (SOC), the Creative Climate Questionnaire (CCQ), the Work-Related Strain Inventory and 34 statements from the Satisfaction with Nursing Care and Work Questionnaire (SNCW). In addition 14 statements were developed to evaluate the nurses' view of the effects from clinical supervision. The baseline values for the CCQ indicated a stagnant organization and a high score in the conflict dimension indicated personal and emotional tensions within the organization. The intervention led to a significantly increased creative and innovative climate in the dimensions for trust, idea time and reduced conflicts. However, the organizational climate remained stagnant. The nurses' view of the effects from clinical supervision also increased significantly. There were no significant changes in the nurses' SNCW, WRSI or SOC score. The result of the correlation analysis indicated that a strong sense of coherence was related to low work-related strain but not to unsatisfactory working conditions/milieu. The results gave some support to the idea that systematic clinical supervision and supervised nursing care plans constitute one type of support strategy that improves creativity and the organizational climate. It may, not, however, buffer for interpersonal problems. Further research is required to explore the need for effects of various support systems depending on the circumstances in the organization.

Adult↗

PubMed1998

Direct supervision: adding computer-assisted feedback and data capture to live supervision.

This is a critical review of live supervision with emphasis on technical innovations such as earphones or bug-in-the-ear, Teleprompters, and computers. A computer-assisted approach is described that overcomes many criticisms of live supervision. Direct supervision uses a computer monitor to unobtrusively provide information to the therapist about the supervisor's perceptions of the clients' and therapist's behavior, the expected therapeutic behaviors, and the therapist's "on target" behavior. Direct supervision has the advantage over other forms of supervision by providing an immediate, continuous, and permanent record for postsession supervision and for research into the supervisor-therapist-client process. The paper provides several suggestions for research.

Family Therapy↗

PubMed2000

Supervising self-supervision: constructive inquiry and embedded narratives in case consultation.

The development of self-supervision has been suggested as a universal supervisory goal. However, the principle of isomorphism suggests that supervisors from different orientations will view this practice quite differently. This article elaborates an approach to self-supervision that is consistent with constructive therapies, though the intention is to provide flexible guidelines that can accommodate a range of supervisory activities. Case consultation is viewed as an "embedded narrative" involving the case story, the therapist story, and the supervision story. A process of "constructive inquiry" is used to connect these stories in order to construct the identity of a self-sustaining therapist. This process requires a conceptual shift from supervising practice to supervising self-supervision.

Family Therapy↗

PubMed1997

Clinical supervision: the art of being supervised.

Clinical supervision has been described as being of paramount importance to the development of nursing (Bishop 1994). It is now accepted that clinical supervision is an integral part of nursing practice (Waterworth et al 1997). This article summarises the pre-requisites for successful supervision and emphasises the role of the practitioner in the scheme (UKCC 1996). The author suggests how supervisees can influence the type and quality of their supervision.

Confidentiality↗

PubMedDate not supplied

[Resistance and defense in supervision. From clinical practice of individual and team supervision (with special reference to institutional aspects)].

This paper presents a contribution to the techniques of supervision. At the beginning of any supervision it is necessary to clarify the condition which have lead to that particular supervision. Motivation and setting are mentioned. Against the declared goal of the supervision the teams develops regularly different kinds of resistance; these are carefully discussed. Every form of resistance is presented from the point of view of groupdynamics and clinic organisation. The last paragraph is dedicated to the dealing with resistance.

Curriculum↗

PubMed1995

[Supervision for nursing personnel: more than psychohygiene? 2. The importance of supervision for the professionalization of nursing].

Supervision as a means to improve professionalism in nursing. In the first part of the essay it was shown that the literature emphasises the psychohygiene function of supervision. This was contrasted with the function of systematic reflection on professional action, which is more important for the professionalisation of nursing. This second part describes how experiential knowledge is acquired by reflection. Supervision is shown to parallel nursing research. The paper discusses the necessary framework for supervision and the demands made on supervisors in this field.

Humans↗

PubMed1997

The vision in supervision: transference-countertransference dynamics and disclosure in the supervision relationship.

The centrality of the supervision experience in the development of the supervisee's personal and professional capacities is addressed. The supervision relationship and process are explored in light of the potential effects of transference-countertransference configurations of supervisor and supervisee. Parallels between supervision and treatment are highlighted. The importance of developing and utilizing the capacity for reflectivity is reviewed, as is the impact of supervisee nondisclosure to supervisor. The direct use of countertransference experiences in the context of supervision is explored, and the centrality of self-disclosure is highlighted. It is recommended that supervisor and supervisee remain receptive to exploring these experiences in the service of developing a shared subjective sense of the patient, of increasing the supervisee's capacity to treat his or her patient, and of providing the supervisee with a novel, growth-enhancing relationship.

Adult↗

PubMed1982

Open supervision: modelling psychotherapy supervision as a teaching method for first year psychiatric residents.

The Open Supervision teaching method involves a therapist presenting process notes and correlated supervisory sessions of a terminated psychotherapy case to a group of trainees, accompanied by the therapist's former supervisor of that case. Open Supervision reduces the trainee's anticipatory anxiety about supervision by modelling the supervisory relationship, and by providing a realistic picture of the capacities and limitations of both supervisee and supervisor.

Humans↗

PubMed2000

The meaning and significance of clinical group supervision and supervised individually planned nursing care as narrated by nurses on a general team psychiatric ward.

By interviewing 22 psychiatric nurses, the present study aimed to reveal the meaning and significance of systematic clinical group supervision and supervised individually planned nursing care, using latent content analysis. The interpreted meaning was 'confronting the complexity of ongoing life in daily nursing care' and the interpreted significance was 'strengthening the foundation for nursing care'. Reflection on action and confirmation seemed to be core components in the process of clinical supervision. Focusing on the relational and task aspects in nursing care within a group approach may have contributed to the positive experiences of development that occurred.

Adult↗

PubMed1994

Stages of group psychotherapy supervision: a model for supervising beginning trainees of dynamic group therapy.

This article presents a model for supervising beginning therapists of dynamic group psychotherapy. It is geared to their experience with the challenging patients most often seen in training clinics. The model presupposes no particular metapsychology but, to meet trainees' needs, advocates a hierarchically organized set of operational goals. The supervision is conceptualized as ideally occurring in three sequential stages: (a) The "Technical" phase conveys the fundamentals of technique, the "craft." (b) The "Enrichment" stage emphasizes appreciation of group phenomena, including formal group dynamic theory. (c) The final phase highlights the more "Personal" side of becoming a skilled group psychotherapist, including countertransferential issues and the termination process. The model, not intended to be applied in a Procrustean manner, also serves, nevertheless, as a description of how a satisfactory supervision for beginners generally proceeds.

Curriculum↗

PubMedDate not supplied

A prospective study of nurse-supervised versus physician-supervised neonatal transports.

To compare the quality of neonatal care provided by nurse-supervised teams with that provided by physician-supervised teams, a prospective study was used to examine the condition of neonates transported under the supervision of a nurse clinician (55 infants), pediatric residents (141 infants), and neonatology faculty members or fellows (38 infants). Gestational age, birthweight, Apgar scores, vital signs, arterial blood gas values, length of stabilization time, type of respiratory support required, and death during transport were analyzed. Neonates in all groups demonstrated similar severity of illness before transport, showed significant improvement during transport, and were in comparable condition after transport.

Faculty, Medical↗

PubMed1989

Ethnocultural factors in resident supervision: black supervisor and white supervises.

Ethnocultural differences between supervisor and resident can play a significant role during the course of psychotherapy supervision. Failure to deal with these issues can adversely affect the supervisory relationship, the supervised therapy, and the overall education of the resident. Four cases of black supervisor and white supervises illustrate the problems.

Adolescent↗

PubMed1997

[Clinical supervision--experience of 10 nurses of a 2-year process-oriented supervision].

Many patients in swedish hospital care today are older, more physically and mentally ill and in need of much care. Despite this there is a strong urge for higher cost-effectiveness and shorter hospital stays. Both these trends are often reported to be important sources of stress and burn-out among nurses. One way of reducing such effects among nurses could be clinical supervision. The present study is a result of one two-year long process-oriented supervision programme for nurses, led by the authors. The method in this study consisted of semi-structured interviews of 10 nurses joining the programme. The main questions in the interviews concerned; a) what knowledge they had acquired through the programme; b) if the programme had contributed to their understanding of others' feelings and reactions and; c) whether the programme had influenced their cooperation with others. The main conclusion from the interviews was that the programme had given them more courage and a more pronounced experience of support from colleagues. It was also found that the programme had improved their sense of professionalism and their self-image. These results point to the value of offering nurses possibilities for supervision, giving opportunities for both personal and professional development and thus preventing burn-outs.

Burnout, Professional↗