Factors influencing the perceived quality of clinical supervision of occupational therapists in a large Australian state

The Supervisees' Perspectives Concerning the Clinical Supervision of Radiologic Sciences Students at Clinical Sites: Implications and Future Directions

INTRODUCTION

Clinical supervision (CS) is essential to practice-based learning in radiology. The assessment of the effectiveness of CS is essential to ensure the success of the process and to provide high-quality patient care.

PURPOSE

This study aimed to evaluate the CS of both Diagnostic Radiography (DR) and Nuclear Medicine (NM) technology students studying at Kuwait University.

METHODS

The Manchester Clinical Supervision Scale-26 (MCSS-26©) was distributed electronically to 90 third and fourth year students from Radiologic Sciences department. Ethical approval was obtained from the Health Sciences Centre (HSC) Ethical Committee and all the participants provided electronic informed consent. Data are presented as mean ± SD.

RESULTS

Seventy responses were collected from DR and NM (response rate 78%, DR: n= 51, NM: n=19). Overall, the mean CS score from the MCSS was 67.7±11.3, n=70. CS in NM scored more effective than that in DR with a p=0.037 (72.3±10.1, 66.0±11.3, respectively).

CONCLUSION

The effectiveness of CS has been evaluated in third and fourth year students across the two divisions of RS the department at Kuwait University. This study showed that students value the impact of CS in their professional role and 70% reported being satisfied with the overall CS experience. Limited studies are available that focuses on students' perceptions about clinical supervision; therefore, more studies are needed to evaluate the effectiveness of CS among RS students. Implications for interprofessional education are presented.

Effective Clinical Supervision in Nursing: Systematic Review

BACKGROUND: Clinical supervision is part of the leadership function to observe and evaluate the nursing care process, affecting service delivery and improving employee skills. AIM: This systematic review was designed to evaluate effective clinical supervision in nursing. METHODS: Databases were searched for relevant studies: Google Scholar, PUBMED, ScienceDirect, and ProQuest to study screening tools used to identify effective clinical supervision in nursing that were published within 2011-2022. Information about purpose, method, and result. The quality of the study was assessed using equipment from the Manchester Clinical Supervision Scale (MCSS). Validation and reliability were performed on all instruments. Data reliability using Cronbach's coefficient. RESULTS: Data from retrieved studies were reviewed and tabulated according to purpose, study design, characteristics of the population, and result. Eight hundred twenty-nine identified references and 12 full-text articles were reviewed, and 8 for eligibility which has been tested and included in a systematic review, and articles have instruments with included criteria. CONCLUSION: Limitations of effective clinical supervision of the head of the department. The organization is very important because a private hospital can work effectively if there is a healthy and supportive working environment between management and employees. Therefore, future research should focus on using clinical supervision in the health care system to identify effective supervision.

Title-blended supervision models for post-graduate rural generalist medical training in Australia: an interview study

BACKGROUND

Expanding rural training is a priority for growing the rural medical workforce, but this relies on building supervision capacity in small towns where workforce shortages are common. This study explored factors which support the use of blended supervision models (consisting of on- and offsite components) for postgraduate rural generalist medical training (broad scope of work) in small rural communities.

METHODS

Data were collected between June and August 2021 through semi-structured, in-depth interviews with medical training stakeholders experienced in blended supervision models for rural generalist training. Interviews were audio-recorded, transcribed verbatim and analysed using an inductive thematic analysis process.

RESULTS

Fifteen participant interviews provided almost 13 h of audio-recorded data. Four themes were developed: governance, setting, the right supervisor and the right supervisee. Blended supervision models may be effective if selectively applied including where the model is well-planned, the setting has local team supports and supervisor and supervisee characteristics are appropriate.

CONCLUSIONS

Understanding factors involved in the application of blended supervision models can help with expanding rural generalist training places in distributed communities. Blended supervision models can be effective for rural generalist training if the model is planned, and the context is suitable.

Peer group clinical supervision for community health nurses: Perspectives from an interpretive hermeneutic study

AIM

To explore the lived experience of utilizing peer group supervision in practice for community health nurses.

BACKGROUND

Community health nursing is an autonomous and challenging role where quality clinical supervision has benefits for the registered nurse. The structured New Zealand Coaching and Mentoring model of peer group supervision provides the foundation for this research.

METHOD

An interpretative hermeneutic study explored the experience of peer group supervision in a regional health service in Australia. Qualitative in-depth interviews were conducted with all levels of nursing staff to gain an understanding of their experience of peer group supervision.

RESULTS

Data interpretation through hermeneutic analysis revealed the value and professional sustenance gained by participants. Identified game changers include adherence to rules and the influence of group dynamics. These areas were found to impact the quality of supervision.

CONCLUSIONS

This research provides different perspectives of peer group supervision that shares the experience of staff immersed in the process. Peer group supervision yields benefits for community health nurses; however, the research has implications for practice.

IMPLICATIONS FOR NURSING MANAGEMENT

Nurse managers require information when making key decisions regarding workplace implementation. Effective supervision is only possible when balance between benefits and game changers are achieved.

Nurses and midwives' experiences with peer-group clinical supervision intervention: A pilot study

AIM

This study aimed to evaluate differences in supervisees' understanding of clinical supervision and their perceptions of organisational functioning before and after engaging in peer-group clinical supervision.

BACKGROUND

Protected reflective time allows discussion of complex issues affecting health care. Peer-group clinical supervision is one model of clinical supervision that could facilitate this, but it is poorly understood.

METHODS

A pre-post intervention pilot study was performed. The intervention was delivered over a 12-month period. Data were collected using surveys on demographic and work-related factors and experience of clinical supervision pre- and post intervention.

RESULTS

Adaptability increased significantly between the pre- and post surveys. The post survey data showed finding time for clinical supervision scoring lowest with open-ended comments reinforcing this. The supervisees found the sessions to offer a safe place despite initial concerns.

CONCLUSION

The peer-group model of clinical supervision allowed supervisees to build a rapport and trust with their colleagues and share experiences.

IMPLICATIONS FOR NURSING MANAGEMENT

The benefits to participating in peer-group clinical supervision traversed the individual and organisation. These data support the implementation of such sessions while addressing workload and time pressures to aid participation.

Debriefing about the challenges of working in a remote area: A qualitative study of Australian allied health professionals' perspectives on clinical supervision

Background

The benefits of clinical supervision are more pronounced for health professionals in rural and remote areas. Most clinical supervision studies to date have occurred in metropolitan centres and have used the survey methodology to capture participant experiences. There is a lack of qualitative research that captures participants’ lived experiences with clinical supervision at the frontline.

Methods

Participants were recruited from rural and remote sites of two Australian states using a purposive maximum variation sampling strategy. Data were collected through individual, semi-structured interviews with participants. Data were analysed using content analysis and themes were developed. Sixteen participants from six professions completed the interviews.

Results

Eight themes were developed including the content of supervision, context of supervision, value of supervision, increased need for professional support and unique characteristics of rural and remote clinical supervision.

Conclusions

This study has highlighted the value of clinical supervision for the rural and remote health professional workforce. Furthermore, it has shed light on the unique characteristics of clinical supervision in this population. This information can be used by organisations and health professionals to ensure clinical supervision partnerships are effective thereby enhancing rural and remote workforce recruitment and retention.

Factors that contribute to high-quality clinical supervision of the rural allied health workforce: lessons from the coalface

Objective The aim of this study was to identify the factors contributing to high-quality clinical supervision of the allied health workforce in rural and remote settings. Methods This quantitative study was part of a broader project that used a mixed-methods sequential explanatory design. Participants were 159 allied health professionals from two Australian states. Quantitative data were collected using an online customised survey and the Manchester Clinical Supervision Scale (MCSS-26). Data were analysed using regression analyses. Results Supervisee’s work setting and choice of supervisor were found to have a positive and significant influence on clinical supervision quality. Supervisee profession and time in work role were found to have a negative and significant influence on the quality of clinical supervision. Conclusions High-quality clinical supervision is essential to achieve quality and safety of health care, as well as to support the health workforce. Information on high-quality clinical supervision identified in this study can be applied to clinical supervision practices in rural and remote settings, and to professional support policies and training to enhance the quality of supervision. What is known about the topic? There is mounting evidence on the benefits of clinical supervision to health professionals, organisations and patients. Clinical supervision enhances recruitment and retention of the health workforce. However, there are still gaps regarding the factors that contribute to high-quality clinical supervision, especially for rural and remote health professionals. What does this paper add? This study, the first of its kind, recruited rural and remote health professionals from seven allied health disciplines across two Australian states. It investigated the factors that influence high-quality clinical supervision in this under-resourced group. This paper outlines specific factors that contribute to clinical supervision quality for rural and remote allied health professionals. What are the implications for practitioners? Effective and high-quality clinical supervision of the rural and remote allied health workforce can enhance recruitment and retention in those areas. Healthcare organisations can facilitate effective clinical supervision delivery by using the evidence gathered in this study in clinical supervision policy, training and practice.

Peer Assisted Study Sessions (PASS) preparing occupational therapy undergraduates for practice education: A novel application of a proven educational intervention

BACKGROUND/AIM

With rapid growth in occupational therapy education programmes across Australia and a corresponding increase in demand for placements, there is a need to ensure that students are well prepared for practice education. An occupational therapy education programme at a Victorian university introduced a specific Peer Assisted Study Sessions (PASS) programme to develop students' preparedness for practice education, supplementing core and existing teaching activities. The aim of this study was to explore the experiences of occupational therapy students, including their perception of its impact on learning and preparation for practice education.

METHODS

Using a phenomenological approach, semi-structured interviews were undertaken with 15 students who participated in PASS for Placement, 2 of whom were the student leaders. Interviews were transcribed verbatim and thematically analysed.

RESULTS

Seven themes emerged from the data: a safe environment; skill development; one of us; feeling connected; student-centred and student-led; different motivations; and learning through leading. Students were positive about the impact of the programme on their confidence and readiness for practice education. Student leaders also reported that it contributed to the development of leadership skills and overall levels of confidence regarding practice education.

CONCLUSIONS

This study supports the use of PASS to promote practice education preparedness, as there were positive outcomes for both students and student leaders. However, it indicates that participation in such programmes should be voluntary rather than mandatory. This study addresses a clear gap both in current practice and research, describing the application of a proven educational intervention in a new and innovative way. It is the first reporting of the use of PASS to support the preparation of students for practice education in any health discipline and subject to feasibility studies, could be adopted more broadly by disciplines beyond health, where work integrated learning is a mandatory element of the education programme.

A systematic review of the factors that influence the quality and effectiveness of telesupervision for health professionals

Introduction Whilst telesupervision (clinical supervision undertaken using communication technology) is being used more frequently, there is limited information on what factors influence its effectiveness and quality. We undertook this systematic review to address this gap. Methods Eligible telesupervision studies were identified following targeted search of electronic databases and the grey literature. Data were synthesised thematically, resulting in development of core themes. Results We identified 286 papers for initial relevancy screening by title and abstract. The full text of 36 papers were then retrieved and assessed for further relevance. A total of 11 papers were included in the final analysis. We identified eight themes that contribute to effective and high-quality telesupervision: supervisee characteristics, supervisor characteristics, supervision characteristics, supervisory relationship, communication strategies, prior face-to-face contact, environmental factors and technological considerations. Conclusion From the available evidence, telesupervision can be a feasible and acceptable form of clinical supervision if set up well. Further studies with robust designs are required to strengthen the existing evidence on what makes telesupervision effective, as well as to examine its cost-effectiveness.

Effective use of technology in clinical supervision

Clinical supervision is integral to continuing professional development of health professionals. With advances in technology, clinical supervision too can be undertaken using mediums such as videoconference, email and teleconference. This mode of clinical supervision is termed as telesupervision. While telesupervision could be useful in any context, its value is amplified for health professionals working in rural and remote areas where access to supervisors within the local work environment is often diminished. While telesupervision offers innovative means to undertake clinical supervision, there remain gaps in the literature in terms of its parameters of use in clinical practice. This article outlines ten evidence-informed, practical tips stemming from a review of the literature that will enable health care stakeholders to use technology effectively and efficiently while undertaking clinical supervision. By highlighting the "how to" aspect, telesupervision can be delivered in the right way, to the right health professional, at the right time.