Understanding School Counseling Internships From a Communities of Practice Framework

Comparing Presence and Absence of Initial In-Person Contact and Written Feedback in RE&CBT E-Supervision

This pilot study aims to analyze the effects of the presence and absence of initial in-person contact and written feedback in RE&CBT e-supervision, comparing it on the Supervisory Working Alliance Inventory, the Supervisor Satisfaction Questionnaire, and the Trainee Disclosure Scale. During a period of six months, five supervisees performed ten e-supervision divided into two groups, a control group that did only the initial meetings in-person and an experimental group in which two supervisees completed whole process online. Additionally, in the first five e-supervision, the supervisor reviewed an entire session with written feedback with an additional meeting for each group. In the last five e-supervision, the supervisor only partially reviewed client sessions during supervision. After ten e-supervision, an individual post-interview was conducted with each participant. This study's primary statistical method for calculating and combining effect sizes was Tarlow Baseline Corrected Tau and Open Meta Analyst software. Both groups scored above average on the first two scales, but the disclosure scale had highly irregular and inconsistent patterns. The combined qualitative and quantitative results suggest that novice therapists generally prefer to have their entire sessions reviewed with written feedback and that a single in-person contact is unlikely to influence e-supervision satisfaction and working alliance. Given that there are no adequately validated e-supervision models, this pilot study used a pilot model named Supported Model of Electronic Supervision (SMeS). This model showed potential, but it needs further testing on a larger sample with more clearly operationalized steps. This study experimentally supports the effectiveness of RE&CBT supervision for the first time.

Supplementary Information

The online version contains supplementary material available at 10.1007/s10942-023-00505-2.

Impact of Undergraduate Research Experience on Professional Career Outcomes of Nurses

BACKGROUND

The benefits of engaging undergraduate nursing students in research have been well-identified; however, little research has documented the long-term outcomes of this research assistant (RA) experience on nurses' professional careers. This study evaluated the impact of undergraduate research experience on participants' nursing professional career outcomes.

METHOD

A comparative cross-sectional study was conducted with a purposive sample of two groups (N = 94; RAs = 32 and non-RAs = 62). The questionnaire was administered online.

RESULTS

A comparison of participants' responses revealed statistically significant differences regarding scholarship activities and attitudes toward evidence-based practice. RAs had a greater likelihood of involvement in professional development and higher educational aspirations than non-RAs.

CONCLUSION

Undergraduate nursing research experience appears to have a positive impact on evidence-based practice, professional involvement, continuing education, and scholarship activities. These findings support future investment in undergraduate nursing research experiences to build a knowledge-based workforce and advanced nursing scholarship. [J Nurs Educ. 2021;60(10):570-576.].

Research psychology interns’ formative training experiences

This article uses in-depth, open-ended individual interviews and a ‘contextualist method’-based thematic analysis to explicate the training experiences of eight research psychology post-interns. The experiences present internships within a specific training site as a messy and complex experience, as a process of professional socialisation, and as a space that evokes uncertainty about career identity, career opportunities, and financial independence. While there was some variability in how participants made sense of their unstructured transition into a trans-disciplinary professional space, their talk highlighted the troubling and affirming emotions inherent to the process of professional socialisation and the influences of life choices and financial considerations on professional decisions. Structured supervisory support may be crucial within life-oriented internship training.