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McGuinness S, Guerin S. Interprofessional supervision among allied health professionals: a systematic scoping review. J Interprof Care 2024; 38:739-758. [PMID: 38678372 DOI: 10.1080/13561820.2024.2343837] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Accepted: 04/09/2024] [Indexed: 04/29/2024]
Abstract
Clinical supervision typically occurs between clinicians who are trained in the same discipline, and this assumption is present across much of the relevant literature. However, the use of interprofessional supervision (IPS), wherein clinicians do not share the same discipline, has increased in recent years. As IPS increases in usage, it is key that the implications of this approach are explored. In order to map the existing evidence, a scoping review was conducted to explore what is known about the use of IPS across five allied health professions (psychology, speech and language therapy, occupational therapy, physiotherapy and social work). A systematic literature search of four electronic databases was conducted, with 27 articles meeting the inclusion criteria. The data were analyzed using thematic synthesis. Six key themes were identified relating to factors impacting the appropriateness of IPS, necessary steps in the IPS process, and impacts of IPS for clinicians. Limited application of standardized tools and theoretical frameworks within the existing research was highlighted. The findings identified within this review present a broad overview of the existing research relating to IPS, which can be used to inform future research in this area.
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Affiliation(s)
- Shona McGuinness
- School of Psychology, University College Dublin, Dublin, Ireland
| | - Suzanne Guerin
- School of Psychology, University College Dublin, Dublin, Ireland
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2
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Creighton-Carr P, Faichney L. Trainee ANPs' experiences of having a clinical practice facilitator introduced into a Hospital at Night team. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2024; 33:458-462. [PMID: 38780979 DOI: 10.12968/bjon.2024.33.10.458] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2024]
Abstract
BACKGROUND The role of the advanced nurse practitioner (ANP) within Hospital at Night (H@N) teams has emerged in line with the demands of the service and the needs of patients in the out-of-hours period. The majority of ANPs with H@N teams are recruited as trainees. There is a high volume of trainees needing support against a low number of experienced ANPs. Introduction of the clinical practice facilitator (CPF) role is one way of addressing these issues. Within this evaluative study of one H@N service, the CPFs are experienced ANPs who have received additional training in the delivery of practice assessment and learner feedback. AIM To explore the experiences and perceptions of those trainee ANPs who have had or are currently receiving support and supervision from the CPFs in an H@N service in one Scottish NHS health board. METHOD The CPFs undertook a service evaluation following introduction of the role. Purposive sampling was undertaken whereby a descriptive questionnaire was sent to 22 eligible participants. RESULTS 16 questionnaires were returned. Qualitative data from the questionnaire generated several themes from the participants' responses: validation of competencies, supporting wellbeing, accessibility of support, designated prescribing practitioner role and support post-qualification. CONCLUSIONS CPFs are ideally placed to meet the required needs of trainees. Organisational commitment is key to ensuring ANPs are in optimal positions to provide support and supervision for the next generation of trainees.
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Affiliation(s)
- Paul Creighton-Carr
- Clinical Teaching Fellow/Clinical Practice Facilitator (Advanced Practice), Department of Health in Social Science, University of Edinburgh
| | - Lynsey Faichney
- Clinical Practice Facilitator (Advanced Practice), Department of Anaesthetics, Theatres and Critical Care, Royal Infirmary of Edinburgh
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Gusar I, Tokić A, Lovrić R. Mentoring Support Quality in Group and Individual Mentoring Approaches during Nursing Clinical Training: A Quasi-Experimental Study. NURSING REPORTS 2024; 14:838-848. [PMID: 38651477 PMCID: PMC11036240 DOI: 10.3390/nursrep14020065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2024] [Revised: 03/26/2024] [Accepted: 03/31/2024] [Indexed: 04/25/2024] Open
Abstract
Clinical training is an essential element in nursing education, the outcomes of which are directly related to the quality of mentoring support. This quasi-experimental study aimed to examine whether the group or individual form of the mentoring approach used and the order of application of the mentoring approach contribute to the quality of mentoring support provided to students. The study comprised two measurement points with 130 nursing students, divided into two groups with different orders of application of the mentoring approach. The validated Mentoring Support Quality Evaluation Questionnaire (MSEQ) was used. Students in both groups rated the quality of mentoring support as higher following an individual mentoring approach. A significant interaction was found between the mentoring approach used and the order in which the mentoring approaches were applied (p = 0.002). The individual mentoring approach contributed significantly to a higher quality of mentoring support after the second round of clinical training (p = 0.021), while after the first round, the difference between the group and individual approaches was not as clear. The results suggest that not only the form of the mentoring approach but also the sequence of changes in the mentoring approach should be planned when implementing clinical training.
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Affiliation(s)
- Ivana Gusar
- Department of Health Studies, University of Zadar, 23000 Zadar, Croatia
| | - Andrea Tokić
- Department of Psychology, University of Zadar, 23000 Zadar, Croatia;
| | - Robert Lovrić
- Nursing Institute “Prof. Radivoje Radić”, Faculty of Dental Medicine and Health Osijek, Josip Juraj Strossmayer University of Osijek, 31000 Osijek, Croatia;
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Zonneveld D, Conroy T, Lines L. Clinical supervision experience of nurses in or transitioning to advanced practice: A systematic review. J Adv Nurs 2024. [PMID: 38433321 DOI: 10.1111/jan.16126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2023] [Revised: 02/05/2024] [Accepted: 02/14/2024] [Indexed: 03/05/2024]
Abstract
AIMS To systematically explore the clinical supervision (CS) experience for nurses transitioning to advanced practice. DESIGN A qualitative systematic review using Joanna Briggs Institute meta-aggregation following an a priori protocol published on PROSPERO (CRD42023426658). DATA SOURCES Qualitative studies obtained from Medline, CINAHL, PsycINFO, Scopus, Emcare and ERIC databases and ProQuest dissertations and theses for peer-reviewed, published and unpublished studies from inception to July 2023. REVIEW METHODS Two authors conducted data screening and abstraction. Quality was appraised using the Critical Appraisal Skills Programme tool and reporting followed the Enhancing Transparency in Reporting the Synthesis of Qualitative Research checklist for systematic reviews. RESULTS Sixteen studies contributed to five synthesized findings: CS that is beneficial requires structure and commitment, trusting relationships are foundational for learning, lifting burdens and preventing burnout, learning through reflection, critical thinking and feedback and barriers to CS. CONCLUSIONS This review provides a meaningful exploration of CS to support nurses transitioning to advanced practice. Well-structured supervision offers a safe space to share work-related concerns and develop an advanced practitioner identity. Sharing experiences helps alleviate work-related burdens and reduce professional isolation and burnout. IMPLICATIONS FOR THE PROFESSION Peer-support networks are vital for successful transition to advanced practice. IMPACT This review highlighted the impact of effective supervisory relationships in forming professional identity and possible links with nursing retention. PUBLIC CONTRIBUTION No direct patient contributions are included as it forms part of a research degree.
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Affiliation(s)
- Debbie Zonneveld
- College of Nursing and Health Sciences, Flinders University, Bedford Park, South Australia, Australia
| | - Tiffany Conroy
- College of Nursing and Health Sciences, Flinders University, Bedford Park, South Australia, Australia
| | - Lauren Lines
- College of Nursing and Health Sciences, Flinders University, Bedford Park, South Australia, Australia
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Awiagah SK, Dordunu R, Hukporti N, Nukunu PE, Dzando G. Barriers and Facilitators to Clinical Supervision in Ghana: A Scoping Review. SAGE Open Nurs 2024; 10:23779608241255263. [PMID: 38784649 PMCID: PMC11113047 DOI: 10.1177/23779608241255263] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Revised: 12/26/2023] [Accepted: 04/28/2024] [Indexed: 05/25/2024] Open
Abstract
Background Clinical supervision involves the professional relationship between an experienced and knowledgeable clinician and a less experienced clinician in which the experienced clinician provides support toward the skills development of the less experienced one. The concept, structure, and format of clinical supervision vary in various jurisdictions and is influenced by the availability of resources, the training needs of supervisees, and organizational structures. Aim The aim of this scoping review was to explore, map out and synthesize the available literature on the facilitators and barriers to clinical supervision in Ghana. Methods The methodological framework developed by Arksey and O'Malley and modified by Levac et al. for scoping reviews, and the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews were used to ensure a coherent and transparent reporting of literature. A systematic search was conducted in PubMed, CINAHL, Scopus, Medline, and Google Scholar using key words and key terms. Articles published between January 1, 2000, and February 28, 2023, were included in the review. Results The initial search across all the databases yielded 208 results. Two independent reviewers completed both the title and abstract, and full text screenings. A third reviewer helped to resolve all discrepancies that arose during the screening process. The review included 20 articles and generated four themes: clinical supervision as a collaborative effort, feedback mechanism, training and adaptation, and challenges with implementation. Conclusion Findings from this review highlight that healthcare professionals in Ghana valued clinical supervision. However, the implementation of clinical supervision is faced with individual and systemic challenges. There is the need for on-going collaboration between educational and clinical institutions to develop modalities that promote clinical supervision in Ghana.
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Affiliation(s)
| | - Rebecca Dordunu
- School of Nursing and Midwifery, University of Ghana, Legon, Ghana
| | - Nelson Hukporti
- The Dudley Group NHS Foundation Trust, Russells Hall Hospital, Dudley, UK
| | - Promise Edem Nukunu
- Department of Allied Health Professions, King Graduate school, Monroe College, USA
| | - Gideon Dzando
- Research Centre for Public Health, Equity and Human Flourishing, Torrens University Australia, Adelaide, Australia
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O'Donnell C, Markey K, Murphy L, Turner J, Doody O. Cultivating support during COVID-19 through clinical supervision: A discussion article. Nurs Open 2023. [PMID: 37149892 DOI: 10.1002/nop2.1800] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Revised: 03/06/2023] [Accepted: 04/20/2023] [Indexed: 05/09/2023] Open
Abstract
AIM This article aims to discuss how clinical supervision is an important approach in supporting frontline nurses and students during and post COVID-19 through the lens of the nursing metaparadigms. DESIGN Discussion article. METHODS Discourse of the literature considering the importance of working collaboratively with healthcare and educational organisations in operationalising clinical supervision. RESULTS The evidence base supporting clinical supervision as an effective support strategy for nurses exists, however, its implementation and practice has become sporadic. A resurgence is required to support student's and nurse's during this pandemic. It is timely for nurse educators to creatively engage with clinical partners in supporting clinical supervision to enhance both nurses and students pandemic practice experiences. Clinical supervision is proposed as one strategy to support and guide both nurses and students to develop, strengthen and challenge the effectiveness of their care during COVID-19.
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Affiliation(s)
- Claire O'Donnell
- Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Limerick, Ireland
| | - Kathleen Markey
- Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Limerick, Ireland
| | - Louise Murphy
- Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Limerick, Ireland
| | - James Turner
- Department of Nursing and Midwifery, College of Health and Life Sciences, Sheffield Hallam University, Sheffield, UK
| | - Owen Doody
- Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Limerick, Ireland
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Smythe A, Flatt C, Mahachi L, Whatley V. Introduction of the professional nurse advocate role using a quality implementation framework. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2023; 32:378-383. [PMID: 37083383 DOI: 10.12968/bjon.2023.32.8.378] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/22/2023]
Abstract
BACKGROUND Implementation of the professional nurse advocate (PNA) role and the Advocating and Educating for QUality ImProvement model (A-EQUIP) in nursing is relatively new. The model aims to build personal and professional resilience, enhance the quality of care and support preparedness for appraisal and professional revalidation. AIM To describe the implementation of the PNA role in a combined acute and community trust in England. METHODS A quality implementation framework was used to appraise and represent locally derived strategic activities for successful implementation of the role in an acute and community hospital in England. The content of this framework was derived from a synthesis of 25 implementation frameworks focusing on important elements understood to represent quality implementation. FINDINGS The article identifies strengths and weaknesses to implementation and ways to sustain early implementation success. CONCLUSION Using a quality implementation framework can provide a clear path for the successful implementation of the professional nurse advocate role. Professional nurse advocates should be supported to develop a culture of effective supervision within their organisation.
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Affiliation(s)
- Analisa Smythe
- Research Matron, The Royal Wolverhampton NHS Trust, and Visiting Fellow, Staffordshire University, Stafford
| | - Claire Flatt
- Lead for Nursing, Midwifery & AHP Leadership Development, The Royal Wolverhampton NHS Trust, Wolverhampton
| | - Loraine Mahachi
- Endoscopy Nurse Lead, The Royal Wolverhampton NHS Trust, Wolverhampton
| | - Vanessa Whatley
- Director of Quality and Safety, NHS Shropshire Telford and Wrekin Integrated Care Board, Shropshire
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Tulleners T, Campbell C, Taylor M. The experience of nurses participating in peer group supervision: a qualitative systematic review. Nurse Educ Pract 2023; 69:103606. [PMID: 36989698 DOI: 10.1016/j.nepr.2023.103606] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2022] [Revised: 12/16/2022] [Accepted: 03/08/2023] [Indexed: 03/19/2023]
Abstract
AIM This systematic review will identify, appraise, and synthesise the best available qualitative studies exploring nurses' experiences of peer group supervision. The review purpose draws from the synthesised evidence recommendations to enhance policy and implementation of peer group supervision in practice. BACKGROUND Clinical Supervision is increasing in acceptance as a means of professional and best practice support in nursing. Peer group supervision is a non-hierarchical, leaderless model of clinical supervision delivery and is an option for implementation by nursing management when prioritising staff support with limited resources. This systematic review will provide a synthesis of the qualitative literature regarding the nursing peer group supervision experience. Understanding the experience of peer group supervision from those participating may provide constructive insights regarding implementation of this practice to benefit both nurse and patient driven outcomes. DESIGN Included are peer reviewed journals focused on nurses' experiences of participating in peer group supervision. Participants are registered nurses of any designation. Qualitative articles, written in English and relating to any area of nursing practice and/or speciality are included. The standards of the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) Statement were used to guide the review. Two investigators independently screened titles, abstracts and selected full text studies describing the experience of peer group supervision. Pre-designed data extraction tools were utilised, and the review followed the Joanna Briggs Institute qualitative meta-aggregation approach with a hermeneutic interpretive analysis. RESULTS Results identified seven studies that met the inclusion criteria. A total of 52 findings that described the experiences of nursing peer group supervision are synthesised into eight categories. Four overarching synthesised findings resulted: 1. facilitating professional growth 2. trusting the group 3. professional learning experience and 4. shared experiences. Benefits such as sharing of experiences whilst receiving feedback and support were identified. Challenges identified related to group processes. CONCLUSIONS The paucity of international research into nursing peer group supervision poses challenges for nurse decision makers. Significantly, this review provides insight into the value of peer group supervision for nurses regardless of clinical context and setting. The ability to share and reflect with nursing peers enhances both personal and professional aspects of practice. The worth of the peer group supervision model varied across studies however the outcomes provided important insights into facilitating professional growth, enabling a space to share experiences and reflect, and to build teams where trust and respect develops in groups.
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Waters CJ. Supporting person-centred dementia care following the COVID-19 pandemic. Nurs Stand 2023; 38:37-41. [PMID: 36317537 DOI: 10.7748/ns.2022.e11876] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/06/2022] [Indexed: 11/07/2022]
Abstract
In recent years, nurses have experienced increased workplace pressures in part due to the coronavirus disease 2019 (COVID-19) pandemic, which exacerbated challenges in the delivery of person-centred dementia care. This article examines how people with dementia were affected by the COVID-19 pandemic, as well as exploring the ongoing effects on nurses and the care they provide for people with dementia. The author discusses the importance of dementia awareness and education for nurses that supports them to promote the needs of people with the condition. The article also outlines how nurse leaders can promote person-centred care for people with dementia through reflection and clinical supervision.
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The impact of the COVID-19 pandemic on clinical guidance and risk assessments, and the importance of effective leadership to support UK obstetric sonographers. J Med Imaging Radiat Sci 2022; 53:S107-S115. [PMID: 36289027 PMCID: PMC9595413 DOI: 10.1016/j.jmir.2022.10.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 10/05/2022] [Accepted: 10/05/2022] [Indexed: 11/05/2022]
Abstract
INTRODUCTION The COVID-19 pandemic had a profound impact on the provision of obstetric ultrasound services, leading to the publication of new guidance and requirement for individual departmental risk assessments in the UK. The impact of these changes on clinical practice for UK obstetric sonographers is not currently well reported in published literature. METHODS Obstetric sonographers working in the UK (n = 138) used the Qualtrics XMTM platform to complete an anonymous, online questionnaire about their experiences during the pandemic. Participants responded to closed-type questions about national guidance, risk assessment and their perception of support, and provided additional detail about their experiences in these areas through free-text response options. RESULTS Over 90% of respondents were aware of or had read guidance issued by professional organisations, although challenges for its implementation in departments were identified. These were commonly related to the clinical working environment and included limitations on physical space (76.3%), time constraints (67.5%) and ventilation (61.3%). Sonographers felt most supported by their ultrasound colleagues (83.5%) and line managers (41.2%). They felt least supported by senior management and leadership personnel (60.8%), other antenatal colleagues (51.5%) and professional organisations (41.2%). CONCLUSION Obstetric sonographers will need support from the wider service team and professional organisations to facilitate post-pandemic recovery of the workforce. Formal clinical supervision programmes may be beneficial in facilitating a more holistic approach to peer-support, although there is currently limited evidence of their use in sonographic practice.
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Nguyen VN, Rees CE, Ottrey E, Davis C, Pope K, Lee S, Waller S, Palermo C. What Really Matters for Supervision Training Workshops? A Realist Evaluation. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:1203-1212. [PMID: 35385398 PMCID: PMC9311464 DOI: 10.1097/acm.0000000000004686] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE Supervision training supports health care supervisors to perform their essential functions. Realist evaluations are increasingly popular for evaluating complex educational interventions, but no such evaluations exist appraising supervision workshops. Building on an earlier realist synthesis of supervision training, the authors evaluated whether supervision workshops work, for whom and under what circumstances, and why. METHOD The authors conducted a 2-stage realist evaluation during 2018-2019 to refine and develop program theory. The intervention involved half-day, face-to-face supervision workshops as part of an Australian state-wide government-funded program for health care and human services supervisors. Data collection involved realist interviews with 10 workshop developers (stage 1) and 43 supervisors (stage 2). The authors employed team-based data analysis using realist logic to refine and develop program theory by identifying contexts, mechanisms, outcomes, and context-mechanism-outcome configurations. RESULTS Despite their brevity, the supervision workshops had many reported benefits for supervisors (e.g., improved satisfaction) through various perceived mechanisms pertaining to pedagogy (e.g., mixed pedagogies), workshops (e.g., optimal duration), and individuals (e.g., supervisor engagement). However, they also yielded negative reported outcomes (e.g., suboptimal knowledge gains) brought about by assorted perceived mechanisms related to pedagogy (e.g., suboptimal peer learning), workshops (e.g., content irrelevance), and individuals (e.g., suboptimal facilitator competence). Such mechanisms were thought to be triggered by diverse contexts including supervisors' levels of experience, sector, and workplace supervision cultures. CONCLUSIONS While the findings partly support the realist synthesis of supervision training and previous realist evaluations of faculty development, this realist evaluation extends this literature considerably. Health care educators should employ mixed pedagogies (e.g., didactic teaching, peer learning), relevant content, optimal workshop duration, and competent/engaging facilitators. Educators also need to tailor workshops according to supervisors' contexts including the sectors and supervision cultures in which supervision is practiced, and supervisors' levels of experience (e.g., experienced supervisors appreciated workshop brevity).
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Affiliation(s)
- Van N.B. Nguyen
- V.N.B. Nguyen is a research fellow, Monash Nursing and Midwifery, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, VIC, Australia; ORCID: https://orcid.org/0000-0002-0982-2532
| | - Charlotte E. Rees
- C.E. Rees is head of school, School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, Australia, and adjunct professor, Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, VIC, Australia; ORCID: https://orcid.org/0000-0003-4828-1422
| | - Ella Ottrey
- E. Ottrey is a research fellow, Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, VIC, Australia; ORCID: https://orcid.org/0000-0002-2979-548X
| | - Corinne Davis
- C. Davis is a PhD candidate, Department of Nutrition, Dietetics and Food, School of Clinical Sciences at Monash Health, Monash University, Clayton, VIC, Australia; ORCID: https://orcid.org/0000-0002-6343-2260
| | - Kirsty Pope
- K. Pope is a lecturer, Department of Occupational Therapy, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, VIC, Australia; ORCID: https://orcid.org/0000-0002-0010-4091
| | - Sarah Lee
- S. Lee is a PhD candidate, Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, VIC, Australia; ORCID: https://orcid.org/0000-0002-2781-3082
| | - Susan Waller
- S. Waller is an adjunct senior research fellow, School of Rural Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Bendigo, VIC, Australia, and assistant professor, Department of Medical Education, College of Medicine and Health Sciences, United Arab Emirates University, Al Ain, UAE; ORCID: https://orcid.org/0000-0002-6309-0360
| | - Claire Palermo
- C. Palermo is director, Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, VIC, Australia, and associate dean (teaching and learning), Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, VIC, Australia; ORCID: https://orcid.org/0000-0002-9423-5067
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Masamha R, Alfred L, Harris R, Bassett S, Burden S, Gilmore A. 'Barriers to overcoming the barriers': A scoping review exploring 30 years of clinical supervision literature. J Adv Nurs 2022; 78:2678-2692. [PMID: 35578563 PMCID: PMC9546137 DOI: 10.1111/jan.15283] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2021] [Revised: 04/01/2022] [Accepted: 04/26/2022] [Indexed: 11/28/2022]
Abstract
Aims/Questions To explore the barriers and facilitators to nurses accessing clinical supervision; explore the barriers and facilitators to organizations implementing clinical supervision and capture what skills nurses require to facilitate clinical supervision. Design Scoping review of peer‐reviewed research and grey literature. Data sources CINAHL, Medline, PsychINFO and Scopus were searched for relevant papers published between 1990 and 2020. Google, Google Scholar, OpenGrey & EThOS were used to search for grey literature. Review Methods PRISMA‐ScR guidelines were used during the literature review process. Eighty‐seven papers were included, and data were extracted from each paper using a standardized form. Data synthesis was undertaken using Seidel's analytical framework. Results Five themes were identified: Definitions and Models, (Mis) Trust and the Language of Supervision, Alternative Parallel Forums and Support Mechanisms, Time and Cost and Skills required. Conclusion Since its inception in the 1990s, clinical supervision has long been regarded as a supportive platform for nurses to reflect on and develop their practice. However, this review highlights that despite an awareness of the skills required for nurses to undertake clinical supervision, and the facilitators for nurses to access and organizations to implement clinical supervision, there have been persistent barriers to implementation. This review identifies these persistent factors as ‘barriers to overcoming the barriers' in the clinical supervision landscape. These require critical consideration to contribute towards moving clinical supervision forward in the spirit of its original intentions. Impact This review progresses the debate on clinical supervision through critically analysing the barriers to overcoming the barriers. To this end, the review is designed to stimulate critical discussions amongst nurses in different clinical spaces and key stakeholders such as policy makers and regulatory bodies for the nursing profession.
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Affiliation(s)
- Roselyne Masamha
- Department of Psychological Health Well-being and Social Work, University of Hull, Hull, UK
| | - Lolita Alfred
- School of Health Sciences, City University of London, London, UK
| | - Ruth Harris
- Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, London, UK
| | - Sally Bassett
- Faculty of Health and Life Sciences, Headington Campus, Oxford Brookes University, Oxford, UK
| | - Sarah Burden
- School of Health, Leeds Beckett University, Leeds, UK
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Catling C, Donovan H, Phipps H, Dale S, Chang S. Group Clinical Supervision for midwives and burnout: a cluster randomized controlled trial. BMC Pregnancy Childbirth 2022; 22:309. [PMID: 35410189 PMCID: PMC8999988 DOI: 10.1186/s12884-022-04657-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Accepted: 04/05/2022] [Indexed: 11/10/2022] Open
Abstract
Background There are major shortfalls in the midwifery workforce which has been exacerbated by the COVID 19 pandemic. Midwives have high levels of burnout and many, often early career midwives, are planning to leave the profession. There are reports of a poor workplace culture in maternity units, including bullying. Support is essential for the welfare of the workforce to be able to cope with the demands of their jobs. Supportive strategies, such as Clinical Supervision, a recognised approach in healthcare, enable reflection in a facilitated, structured way, and can enhance professional standards. The purpose of this research is to study burnout levels in midwives, those exiting their workplace and perceptions of workplace culture in relation to access to, and attendance of, monthly Clinical Supervision. Methods This study will be a cluster randomised controlled trial of maternity sites within Sydney and the surrounding districts. Twelve sites will be recruited and half will receive monthly Clinical Supervision for up to two years. Midwives from all sites will be requested to complete 6-monthly surveys comprising validated measurement tools: the Copenhagen Burnout Inventory (CBI), the Australian Midwifery Workplace Culture (AMWoC) tool and the Clinical Supervision Evaluation Questionnaire (CSEQ) (the latter for intervention sites only). Primary outcomes are the levels of burnout in midwives (using the CBI). Secondary outcomes will be the quality of the intervention (using the CSEQ), perceptions of workplace culture (using the AMWoC tool) and midwives’ intention to stay in their role/profession, as well as sick leave rates and numbers of exiting staff. We will also determine the dose effect – ie the impact in relation to how many Clinical Supervision sessions the midwives have attended, as well as other supportive workplace strategies such as mentoring/coaching on outcomes. Discussion Through attending monthly Clinical Supervision we hypothesise that midwives will report less burnout and more positive perceptions of workplace culture than those in the control sites. The potential implications of which are a productive workforce giving high quality care with the flow-on effect of having physically and psychologically well women and their babies. Trial registration The ACTRN Registration number is ACTRN12621000545864p, dated 10/05/2021,
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Affiliation(s)
- Christine Catling
- Centre for Midwifery, Child and Family Health, Faculty of Health, University of Technology Sydney, Ultimo, Australia.
| | - Helen Donovan
- Centre for Midwifery, Child and Family Health, Faculty of Health, University of Technology Sydney, Ultimo, Australia
| | - Hala Phipps
- Sydney Institute for Women, Children & their Families, Sydney Local Health District, Camperdown, Australia
| | - Simeon Dale
- Nursing Research Institute, St Vincent's Health Network Sydney, St Vincent's Hospital Melbourne and Australian Catholic University, Sydney, Australia.,School of Nursing, Midwifery and Paramedicine, Australian Catholic University, Sydney, Australia
| | - Sungwon Chang
- Centre for Improving Palliative, Aged and Chronic Care through Clinical Research and Translation (IMPACCT), Faculty of Health, University of Technology Sydney, Ultimo, Australia
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Rees CE, Nguyen VNB, Ottrey E, Davis C, Pope K, Lee S, Waller S, Palermo C. The effectiveness of extended-duration supervision training for nurses and allied health professionals: A realist evaluation. NURSE EDUCATION TODAY 2022; 110:105225. [PMID: 35344840 DOI: 10.1016/j.nedt.2021.105225] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Revised: 10/06/2021] [Accepted: 11/12/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Training helps maintain high-quality supervision and its associated benefits (e.g. reduced burnout, improved care). While studies have previously evaluated extended-duration supervision training programmes, none have treated these as complex interventions so have not employed realist approaches. OBJECTIVES Building on a previous realist synthesis, this evaluation tests and develops programme theory for extended-duration supervision training to answer the question: to what extent does the supervision training programme work, for whom, under what circumstances and why? DESIGN We conducted a realist evaluation of a novel state-wide Victorian 3-month supervision training programme including one or two 3.5-h workshops followed by weekly reflexive longitudinal audio diaries (LADs) for up to 12 weeks. METHODS Realist evaluation data comprised 25 entrance interviews with nurses and allied health professionals, 176 LADs (and 29 written diaries), and 23 exit interviews. We employed team-based realist analysis to identify context-mechanism-outcome configurations (CMOCs) to test and develop programme theory. RESULTS We refined four recurring CMOCs from the realist synthesis programme theory, found insufficient evidence for two, and established five new recurring CMOCs. We identified multiple positive outcomes from our extended-duration supervision training programme (e.g. improved supervisor practices) through various mechanisms relating to pedagogy (e.g. weekly reflexivity), supervisors (e.g. engagement), and workplaces (e.g. enabling supervision cultures). Some negative outcomes were reported (e.g. decreased engagement) through various mechanisms (e.g. suboptimal training design). Such mechanisms were thought to come about by diverse contexts including supervisors (e.g. inexperienced/experienced), professions (nursing/allied health), and organisations (supervision-enabled/non-enabled cultures). CONCLUSIONS Our findings extend the realist synthesis programme theory by highlighting various contexts triggering outcome-generating mechanisms. Programme outcomes are maximised through ongoing supervisor reflexivity paying attention to facilitator-supervisor relationships, as well as protected time for supervisors to translate learning into practice.
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Affiliation(s)
- Charlotte E Rees
- School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, Australia; Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia.
| | - Van N B Nguyen
- Monash Nursing & Midwifery, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia
| | - Ella Ottrey
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia
| | - Corinne Davis
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia; Department of Nutrition, Dietetics and Food, School of Clinical Sciences at Monash Health, Monash University, Clayton, VIC, Australia
| | - Kirsty Pope
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia; Department of Occupational Therapy, Faculty of Medicine, Nursing & Health Sciences, Monash University, Frankston, VIC, Australia
| | - Sarah Lee
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia
| | - Susan Waller
- School of Rural Health, Faculty of Medicine, Nursing & Health Sciences, Monash University, Bendigo, VIC, Australia; Department of Medical Education, College of Medicine and Health Sciences, United Arab Emirates University, Al Ain, United Arab Emirates
| | - Claire Palermo
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia; Department of Nutrition, Dietetics and Food, School of Clinical Sciences at Monash Health, Monash University, Clayton, VIC, Australia
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Tulleners T, Taylor M, Campbell C. Peer group clinical supervision for community health nurses: Perspectives from an interpretive hermeneutic study. J Nurs Manag 2021; 30:684-693. [PMID: 34904765 DOI: 10.1111/jonm.13535] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Revised: 11/16/2021] [Accepted: 12/09/2021] [Indexed: 11/28/2022]
Abstract
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.
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Affiliation(s)
- Tracey Tulleners
- School of Nursing and Midwifery, University of Southern Queensland, Ipswich, Australia
| | - Melissa Taylor
- School of Nursing and Midwifery, University of Southern Queensland, Ipswich, Australia
| | - Christina Campbell
- School of Health and Wellbeing, University of Southern Queensland, Ipswich, Australia
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Peer group clinical supervision: Qualitative perspectives from nurse supervisees, managers, and supervisors. Collegian 2021. [DOI: 10.1016/j.colegn.2020.11.004] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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17
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Rocha IADRES, Pinto CMCB, Carvalho ALRFD. Impact of clinical supervision on job satisfaction and emotional competence of nurses. Rev Bras Enferm 2021; 74:e20210125. [PMID: 34320147 DOI: 10.1590/0034-7167-2021-0125] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Accepted: 04/12/2021] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE To evaluate the impact of implementing the SafeCare clinical supervision model on nurses' job satisfaction and emotional competence profile. METHODS This is a quasi-experimental study, with a sample of 28 nurses from a hospital in northern Portugal. A self-administered questionnaire was applied, used as pre and post-test, which included: sociodemographic and professional characterization; "Job Satisfaction Scale"; and "Veiga Emotional Competence Scale". We conducted descriptive statistical analysis and the Wilcoxon Test. RESULTS A significant decrease in the nurses' satisfaction with hierarchical superior was observed in the post-test. No significant differences were found in the nurses' job satisfaction and emotional competence after the implementation of the SafeCare Model. CONCLUSION The SafeCare Model needs improvement, suggesting increasing the amount of training time administered to nurses and strengthening the healthcare institution's link to the Model.
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Peter K, Hegarty J, R DK, O Donovan A. 'They don't actually join the dots': An exploration of organizational change in Irish opiate community treatment services. J Subst Abuse Treat 2021; 135:108557. [PMID: 34272130 DOI: 10.1016/j.jsat.2021.108557] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2021] [Revised: 05/26/2021] [Accepted: 06/01/2021] [Indexed: 10/20/2022]
Abstract
BACKGROUND People who use community-based drug treatment services spend a considerable amount of their time in treatment in direct contact with frontline staff. These staff are also fundamental to supporting the implementation of change to meet service user needs. Yet, very little is known about staff perspectives on the process and internal dynamics of drug treatment services, their views about what makes services work effectively, and how services can more effectively adopt to changes in practice. AIM AND METHOD Conducted across Irish community opiate prescribing services and drawing on data from 12 in-depth qualitative interviews with frontline staff. This paper examines the narratives of staff about the factors which influence the dynamics and process of treatment services, particularly in relation to the implantation of change. FINDINGS Change itself was described both in respect of how a service responded to immediate service user needs or supported planned change. Little distinction was made in respect of service attributes which facilitated a response in either context. Overwhelmingly, staff contextualised current service effectiveness, historical change, and desired change in how effectively their services met service user needs, which was also viewed as a significant motivation for change. Differences in operational standards across services in terms of practices, policy implementation, job roles, divisions between professional groups, and recruitment and retention of staff inhibited change adoption. Factors which were identified in terms of inhibiting or facilitating planned change were consistent with the wider literature on change implementation but provided unique insights in the context of substance misuse services. CONCLUSIONS A range of interdependent factors which influence an 'eco-system' of service delivery were identified. Effective policy implementation in Ireland remains aspirational, but findings reported in this paper have important implications for future planning and design of services for people who use drugs, and provide a good basis for further investigation.
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Affiliation(s)
- Kelly Peter
- College of Medicine and Health, School of Nursing and Midwifery, University College Cork, T12 AK54, Ireland.
| | - J Hegarty
- College of Medicine and Health, School of Nursing and Midwifery, University College Cork, T12 AK54, Ireland
| | - Dyer Kyle R
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, 4 Windsor Walk, Denmark Hill, London SE58BB, United Kingdom
| | - A O Donovan
- College of Medicine and Health, School of Nursing and Midwifery, University College Cork, T12 AK54, Ireland
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Mc Carthy V, Goodwin J, Saab MM, Kilty C, Meehan E, Connaire S, Buckley C, Walsh A, O'Mahony J, O'Donovan A. Nurses and midwives' experiences with peer-group clinical supervision intervention: A pilot study. J Nurs Manag 2021; 29:2523-2533. [PMID: 34213054 DOI: 10.1111/jonm.13404] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Revised: 06/11/2021] [Accepted: 06/23/2021] [Indexed: 11/28/2022]
Abstract
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.
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Affiliation(s)
- Vera Mc Carthy
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - John Goodwin
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Mohamad M Saab
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Caroline Kilty
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Elaine Meehan
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Sinead Connaire
- Nursing and Midwifery Planning and Development Unit, Health Service Executive, Dublin, Ireland
| | - Carmel Buckley
- Nursing and Midwifery Planning and Development Unit, Health Service Executive, Dublin, Ireland
| | - Anne Walsh
- Nursing and Midwifery Planning and Development Unit, Health Service Executive, Dublin, Ireland
| | - James O'Mahony
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Aine O'Donovan
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
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Feerick A, Doyle L, Keogh B. Forensic Mental Health Nurses' Perceptions of Clinical Supervision: A Qualitative Descriptive Study. Issues Ment Health Nurs 2021; 42:682-689. [PMID: 33206571 DOI: 10.1080/01612840.2020.1843095] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Mental health nursing in the forensic services is perceived as stressful as there is often a tension between therapeutic and custodial processes. Clinical supervision has been discussed as a support strategy for nurses. The aim of this paper is to explore forensic mental health nurses understanding of clinical supervision and their perception of its utility within their practice. A qualitative descriptive method was used and 10 mental health nurses were interviewed with the aid of an interview guide. Qualitative data was analysed using a thematic approach culminating in the emergence of three themes.Participants talked about the tension between caring and custodial roles within the forensic services which was stressful and created difficulties in the maintenance of a therapeutic relationship. Clinical supervision was seen as a necessary support to assist nurses working in the forensic services. The findings support the premise that there is a tension between therapeutic and custodial practices. Acknowledgement of the complexities of working within the forensic services and the provision of clinical supervision within a confidential, non-judgemental relationship may assist nurses in the provision of care and the maintenance of therapeutic relationships.
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Affiliation(s)
| | - Louise Doyle
- School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland
| | - Brian Keogh
- School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland
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21
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Guess SC, Matthew SM, Cary JA, Nelson OL, McArthur ML. Clinical supervision in veterinary medicine. J Am Vet Med Assoc 2021; 257:255-261. [PMID: 32657661 DOI: 10.2460/javma.257.3.255] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Keane S, Ryan A, Adams N, Dowling M. Palliative care nurses' experiences of clinical supervision: a qualitative evidence synthesis. Int J Palliat Nurs 2020; 26:413-423. [DOI: 10.12968/ijpn.2020.26.8.413] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Background: Clinical supervision provides support and facilitates professional and personal development. Aim: To identify and synthesise all available qualitative research on palliative care nurses' experiences of clinical supervision. Methods: Guided by the ‘enhancing transparency in reporting the synthesis of qualitative research’ (ENTREQ) statement, eight databases were searched using a systematic search strategy (Cumulative Index to Nursing and Allied Health Literature (CINAHL), PubMed, PsycINFO, Medline, Web of Science, ProQuest, Embase, Psychological and Behavioural Sciences). The findings of all included studies were analysed guided by Thomas and Harden's approach. Confidence in the review findings was determined guided by Confidence in the Evidence from Reviews of Qualitative research (GRADE-CERQual). Findings: Nine qualitative studies were included in this synthesis and four analytic themes were identified: negative experiences and misunderstandings of clinical supervision; clinical supervision needs structure and clarity; supervisor needs to be a conductor and a producer; finding your ‘inner supervisor’. Conclusion: The review illuminates the benefits of clinical supervision as a renewal process for palliative care (PC) nurses, but also highlights the challenges in its provision. Organisations should provide designated time and opportunities for PC nurses to attend clinical supervision sessions during working hours.
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Affiliation(s)
- Sinéad Keane
- Staff Nurse, Galway Hospice Foundation, Renmore Galway, Ireland
| | - Aoife Ryan
- Assistant Psychologist, London Borough of Sutton, Sutton Civic Offices
| | - Niamh Adams
- Librarian, Irish Nurses and Midwives Organisation
| | - Maura Dowling
- Senior Lecturer, School of Nursing and Midwifery, National University of Ireland, Galway, University Road, Galway, Ireland
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23
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Rees CE, Lee SL, Huang E, Denniston C, Edouard V, Pope K, Sutton K, Waller S, Ward B, Palermo C. Supervision training in healthcare: a realist synthesis. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2020; 25:523-561. [PMID: 31691182 PMCID: PMC7359165 DOI: 10.1007/s10459-019-09937-x] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/11/2019] [Accepted: 10/22/2019] [Indexed: 05/09/2023]
Abstract
Supervision matters: it serves educational, supportive and management functions. Despite a plethora of evidence on the effectiveness of supervision, scant evidence for the impact of supervision training exists. While three previous literature reviews have begun to examine the effectiveness of supervision training, they fail to explore the extent to which supervision training works, for whom, and why. We adopted a realist approach to answer the question: to what extent do supervision training interventions work (or not), for whom and in what circumstances, and why? We conducted a team-based realist synthesis of the supervision training literature focusing on Pawson's five stages: (1) clarifying the scope; (2) determining the search strategy; (3) study selection; (4) data extraction; and (5) data synthesis. We extracted contexts (C), mechanisms (M) and outcomes (O) and CMO configurations from 29 outputs including short (n = 19) and extended-duration (n = 10) supervision training interventions. Irrespective of duration, interventions including mixed pedagogies involving active and/or experiential learning, social learning and protected time served as mechanisms triggering multiple positive supervisor outcomes. Short-duration interventions also led to positive outcomes through mechanisms such as supervisor characteristics, whereas facilitator characteristics was a key mechanism triggering positive and negative outcomes for extended-duration interventions. Disciplinary and organisational contexts were not especially influential. While our realist synthesis builds on previous non-realist literature reviews, our findings extend previous work considerably. Our realist synthesis presents a broader array of outcomes and mechanisms than have been previously identified, and provides novel insights into the causal pathways in which short and extended-duration supervision training interventions produce their effects. Future realist evaluation should explore further any differences between short and extended-duration interventions. Educators are encouraged to prioritize mixed pedagogies, social learning and protected time to maximize the positive supervisor outcomes from training.
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Affiliation(s)
- Charlotte E Rees
- Monash Centre for Scholarship in Health Education (MCSHE), Monash University, 27 Rainforest Walk (Building 15), Clayton Campus, Clayton, VIC, 3800, Australia.
| | - Sarah L Lee
- Monash Centre for Scholarship in Health Education (MCSHE), Monash University, 27 Rainforest Walk (Building 15), Clayton Campus, Clayton, VIC, 3800, Australia
| | - Eve Huang
- Monash Centre for Scholarship in Health Education (MCSHE), Monash University, 27 Rainforest Walk (Building 15), Clayton Campus, Clayton, VIC, 3800, Australia
| | - Charlotte Denniston
- Monash Centre for Scholarship in Health Education (MCSHE), Monash University, 27 Rainforest Walk (Building 15), Clayton Campus, Clayton, VIC, 3800, Australia
- Department of Medical Education, Melbourne Medical School, The University of Melbourne, Melbourne, VIC, Australia
| | - Vicki Edouard
- Monash Centre for Scholarship in Health Education (MCSHE), Monash University, 27 Rainforest Walk (Building 15), Clayton Campus, Clayton, VIC, 3800, Australia
| | - Kirsty Pope
- Department of Occupational Therapy, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, VIC, Australia
| | - Keith Sutton
- Monash Rural Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Warragul, VIC, Australia
| | - Susan Waller
- Monash Rural Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Warragul, VIC, Australia
| | - Bernadette Ward
- Monash Rural Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Bendigo, VIC, Australia
| | - Claire Palermo
- Monash Centre for Scholarship in Health Education (MCSHE), Monash University, 27 Rainforest Walk (Building 15), Clayton Campus, Clayton, VIC, 3800, Australia
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Markey K, Murphy L, O'Donnell C, Turner J, Doody O. Clinical supervision: A panacea for missed care. J Nurs Manag 2020; 28:2113-2117. [DOI: 10.1111/jonm.13001] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2019] [Revised: 03/04/2020] [Accepted: 03/09/2020] [Indexed: 11/29/2022]
Affiliation(s)
- Kathleen Markey
- Department of Nursing and Midwifery Faculty of Education and Health Sciences University of Limerick Limerick Ireland
| | - Louise Murphy
- National University of Ireland Galway Galway Ireland
| | - Claire O'Donnell
- Department of Nursing and Midwifery Faculty of Education and Health Sciences University of Limerick Limerick Ireland
| | | | - Owen Doody
- Department of Nursing and Midwifery Faculty of Education and Health Sciences University of Limerick Limerick Ireland
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Harvey S, Spurr P, Sidebotham M, Fenwick J. Describing and evaluating a foundational education/training program preparing nurses, midwives and other helping professionals as supervisors of clinical supervision using the Role Development Model. Nurse Educ Pract 2019; 42:102671. [PMID: 31846906 DOI: 10.1016/j.nepr.2019.102671] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2018] [Revised: 09/24/2019] [Accepted: 11/18/2019] [Indexed: 10/25/2022]
Abstract
Clinical supervision is a strategy supporting nurses, midwives and other healthcare professionals in the provision of quality healthcare. Clinical supervision involves regular, protected time for reflection. Adequately prepared supervisors are essential, however there is limited knowledge about education/training programs and even less about those that are not discipline-specific. This paper 1) describes an eight-day foundational program, Clinical Supervision for Role Development Training as situated within the Spurr Supervisor Training Model and, 2) presents the results from routinely collected evaluation data. Simple descriptive analysis and latent content analysis were used to analyse data from 226 participants who filled out a self-administered questionnaire. Participants reported increased knowledge (87.5%), skills (87%) and confidence to apply the techniques learnt (85.5%); 95% found practice sessions to be useful, and expectations of the training had been met. Qualitative data supported the positive quantitative results. The program was positively assessed by participants, irrespective of professional discipline. The pragmatic nature of the training and the safe learning environment was considered important to the development of skills and confidence as a supervisor. A more robust evaluation process and prospective, longitudinal research is needed to better understand the expectations and learning experience of participants, and implementation in the healthcare environment.
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Affiliation(s)
- Susan Harvey
- School of Nursing & Midwifery, Griffith University, Australia.
| | - Paul Spurr
- Clinical Supervision Consultancy, Sydney, Australia.
| | - Mary Sidebotham
- Transforming Maternity Care Collaborative, School of Nursing & Midwifery, Griffith University, Australia.
| | - Jennifer Fenwick
- Transforming Maternity Care Collaborative, School of Nursing & Midwifery, Griffith University, Australia.
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26
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Jølstad AL, Røsnæs ER, Severinsson E, Lyberg A. A Paradigm Shift in Nurse Specialist Clinical Supervision-Implementation of a Competence Program. SAGE Open Nurs 2019; 5:2377960819844366. [PMID: 33415235 PMCID: PMC7774423 DOI: 10.1177/2377960819844366] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2018] [Revised: 02/21/2019] [Accepted: 03/23/2019] [Indexed: 11/15/2022] Open
Abstract
The change of the anesthesia-, intensive-, surgery-, and oncological nursing postgraduate education into clinical-oriented master programs makes it necessary to increase the professional skills of nurse specialist clinical supervisors. A competence program for clinical supervisors (15 credits) was developed by a university in Norway from 2014 to 2015 in order to facilitate capacity building of academic and pedagogical knowledge. To illuminate nurse specialist clinical supervisors' learning components by implementing a competence program in clinical supervision. A qualitative document analysis of 44 written assignments made by 18 nurse specialist clinical supervisors participating in the competence program, which were collected from the University's electronic learning platform. One main theme and two themes emerged: Changes in the professional paradigm, Learning components that influence clinical supervisors' style and Learning components that have an impact on clinical supervisors' professional growth. This study provides valuable insight into the learning components in clinical supervision that have contributed to a change in the nurse specialist clinical supervision paradigm. The supervisors have formal competence to provide clinical supervision to postgraduate students at master level. The program confirms the value of educating nurse specialist clinical supervisors and we recommend that it should be continued and further evaluated.
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Affiliation(s)
- Anne Lind Jølstad
- Centre for Women's, Family and Child Health,
Department of Nursing and Health Sciences, Faculty of Health and Social Sciences,
University of South-Eastern Norway, Kongsberg, Norway
- Anne Lind Jølstad, Centre for Women's, Family and
Child Health, Department of Nursing and Health Sciences, Faculty of Health and Social
Sciences, University of South-Eastern Norway, P.O. Box 235, N-3603, Kongsberg, Norway.
| | - Eva Røed Røsnæs
- Centre for Women's, Family and Child Health,
Department of Nursing and Health Sciences, Faculty of Health and Social Sciences,
University of South-Eastern Norway, Kongsberg, Norway
| | - Elisabeth Severinsson
- Centre for Women's, Family and Child Health,
Department of Nursing and Health Sciences, Faculty of Health and Social Sciences,
University of South-Eastern Norway, Kongsberg, Norway
| | - Anne Lyberg
- Centre for Women's, Family and Child Health,
Department of Nursing and Health Sciences, Faculty of Health and Social Sciences,
University of South-Eastern Norway, Kongsberg, Norway
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Driscoll J, Stacey G, Harrison-Dening K, Boyd C, Shaw T. Enhancing the quality of clinical supervision in nursing practice. Nurs Stand 2019; 34:43-50. [PMID: 31468814 DOI: 10.7748/ns.2019.e11228] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/02/2018] [Indexed: 06/10/2023]
Abstract
Clinical supervision has been an aspect of nursing practice in various forms for several years; however, it remains challenging to ensure its widespread implementation across healthcare organisations. There is an increasingly evident need for formalised support in nurses' busy practice settings, so it is important to improve the quality of clinical supervision in healthcare. This will also assist nurses in providing evidence of their continuing professional development as part of revalidation. This article provides an overview of clinical supervision, outlining its features and functions in healthcare practice. It includes three case studies related to group clinical supervision, discussing how this was implemented in each case and the various methods of group-working that were used.
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28
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Martin P, Kumar S, Lizarondo L, Baldock K. Debriefing about the challenges of working in a remote area: A qualitative study of Australian allied health professionals' perspectives on clinical supervision. PLoS One 2019; 14:e0213613. [PMID: 30870484 PMCID: PMC6417694 DOI: 10.1371/journal.pone.0213613] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2018] [Accepted: 02/25/2019] [Indexed: 11/29/2022] Open
Abstract
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.
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Affiliation(s)
- Priya Martin
- School of Health Sciences, University of South Australia, Adelaide, South Australia, Australia
- Cunningham Centre, Darling Downs Hospital and Health Service, Toowoomba, Queensland, Australia
- * E-mail:
| | - Saravana Kumar
- School of Health Sciences, University of South Australia, Adelaide, South Australia, Australia
| | | | - Katherine Baldock
- School of Health Sciences, University of South Australia, Adelaide, South Australia, Australia
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Martin P, Baldock K, Kumar S, Lizarondo L. Factors that contribute to high-quality clinical supervision of the rural allied health workforce: lessons from the coalface. AUST HEALTH REV 2019; 43:682-688. [DOI: 10.1071/ah17258] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2017] [Accepted: 06/25/2018] [Indexed: 11/23/2022]
Abstract
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.
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Colthart I, Duffy K, Blair V, Whyte L. Keeping support and clinical supervision on your agenda. Nurs Manag (Harrow) 2018; 25:20-27. [PMID: 30484296 DOI: 10.7748/nm.2018.e1804] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/24/2018] [Indexed: 11/09/2022]
Abstract
Support and clinical supervision can benefit staff and service users. Inquiries have highlighted lack of support and clinical supervision as potential contributory factors for adverse care events. For support and clinical supervision to be embedded effectively, leaders and managers must value and promote them in their organisations. This article describes practical steps to support implementation of clinical supervision. By examining the main stages of supervision and preparation, evaluation of process and outcomes, and practical considerations, the article supports healthcare managers to encourage staff engagement and to implement a clinical supervision process.
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Pollock A, Campbell P, Struthers C, Synnot A, Nunn J, Hill S, Goodare H, Morris J, Watts C, Morley R. Stakeholder involvement in systematic reviews: a scoping review. Syst Rev 2018; 7:208. [PMID: 30474560 PMCID: PMC6260873 DOI: 10.1186/s13643-018-0852-0] [Citation(s) in RCA: 69] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/06/2018] [Accepted: 10/22/2018] [Indexed: 01/23/2023] Open
Abstract
BACKGROUND There is increasing recognition that it is good practice to involve stakeholders (meaning patients, the public, health professionals and others) in systematic reviews, but limited evidence about how best to do this. We aimed to document the evidence-base relating to stakeholder involvement in systematic reviews and to use this evidence to describe how stakeholders have been involved in systematic reviews. METHODS We carried out a scoping review, following a published protocol. We searched multiple electronic databases (2010-2016), using a stepwise searching approach, supplemented with hand searching. Two authors independently screened and discussed the first 500 abstracts and, after clarifying selection criteria, screened a further 500. Agreement on screening decisions was 97%, so screening was done by one reviewer only. Pre-planned data extraction was completed, and the comprehensiveness of the description of methods of involvement judged. Additional data extraction was completed for papers judged to have most comprehensive descriptions. Three stakeholder representatives were co-authors for this systematic review. RESULTS We included 291 papers in which stakeholders were involved in a systematic review. Thirty percent involved patients and/or carers. Thirty-two percent were from the USA, 26% from the UK and 10% from Canada. Ten percent (32 reviews) were judged to provide a comprehensive description of methods of involving stakeholders. Sixty-nine percent (22/32) personally invited people to be involved; 22% (7/32) advertised opportunities to the general population. Eighty-one percent (26/32) had between 1 and 20 face-to-face meetings, with 83% of these holding ≤ 4 meetings. Meetings lasted 1 h to ½ day. Nineteen percent (6/32) used a Delphi method, most often involving three electronic rounds. Details of ethical approval were reported by 10/32. Expenses were reported to be paid to people involved in 8/32 systematic reviews. DISCUSSION/CONCLUSION We identified a relatively large number (291) of papers reporting stakeholder involvement in systematic reviews, but the quality of reporting was generally very poor. Information from a subset of papers judged to provide the best descriptions of stakeholder involvement in systematic reviews provide examples of different ways in which stakeholders have been involved in systematic reviews. These examples arguably currently provide the best available information to inform and guide decisions around the planning of stakeholder involvement within future systematic reviews. This evidence has been used to develop online learning resources. SYSTEMATIC REVIEW REGISTRATION The protocol for this systematic review was published on 21 April 2017. Publication reference: Pollock A, Campbell P, Struthers C, Synnot A, Nunn J, Hill S, Goodare H, Watts C, Morley R: Stakeholder involvement in systematic reviews: a protocol for a systematic review of methods, outcomes and effects. Research Involvement and Engagement 2017, 3:9. https://doi.org/10.1186/s40900-017-0060-4 .
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Affiliation(s)
- Alex Pollock
- Nursing Midwifery and Allied Health Professions (NMAHP) Research Unit, Glasgow Caledonian University, Cowcaddens Road, Glasgow, G4 0BA, UK.
| | - Pauline Campbell
- Nursing Midwifery and Allied Health Professions (NMAHP) Research Unit, Glasgow Caledonian University, Cowcaddens Road, Glasgow, G4 0BA, UK
| | - Caroline Struthers
- EQUATOR Network, Centre for Statistics in Medicine, NDORMS, University of Oxford, Botnar Research Centre, Windmill Road, Oxford, OX3 7LD, UK
| | - Anneliese Synnot
- Cochrane Consumers and Communication, Centre for Health Communication and Participation, School of Psychology and Public Health, La Trobe University, Kingsbury Drive, Bundoora, Victoria, 3086, Australia.,Cochrane Australia, School of Public Health and Preventive Medicine, Monash University, L4, 551 St Kilda Road, Melbourne, Victoria, 3004, Australia
| | - Jack Nunn
- Centre for Health Communication and Participation, School of Psychology and Public Health, La Trobe University, Kingsbury Drive, Bundoora, Victoria, 3086, Australia
| | - Sophie Hill
- Cochrane Consumers and Communication, Centre for Health Communication and Participation, School of Psychology and Public Health, La Trobe University, Kingsbury Drive, Bundoora, Victoria, 3086, Australia
| | | | - Jacqui Morris
- School of Nursing and Health Sciences, University of Dundee, 11 Airlie Place, Dundee, DD1 4HJ, UK
| | - Chris Watts
- Cochrane Learning and Support Department, Cochrane Central Executive, St Albans House, 57-59 Haymarket, London, SW1Y 4QX, UK
| | - Richard Morley
- Cochrane Consumer Network, St Albans House, 57-59 Haymarket, London, SW1Y 4QX, UK
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White E. Measuring Clinical Supervision; how beneficial is yours and how do you know? J Adv Nurs 2018; 74:1437-1439. [DOI: 10.1111/jan.13529] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Edward White
- Director, Osman Consulting Pty Ltd; Cheshire England
- Conjoint Professor; School of Psychiatry; University of New South Wales; Australia
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Bruce T, Byrne F, Kemp L. Using Skype to support remote clinical supervision for health professionals delivering a sustained maternal early childhood programme: a phenomenographical study. Contemp Nurse 2018; 54:4-12. [PMID: 29455610 DOI: 10.1080/10376178.2018.1441732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
BACKGROUND Skype technology was implemented by the Australian Maternal Early Childhood Sustained Home-visiting (MECSH) Support Service as a tool for the remote provision of clinical supervision for clinicians working in the MECSH program in Seoul, South Korea. OBJECTIVES To gain a better understanding of the processes underpinning sustainable delivery of remote clinical supervision using digital technologies. DESIGN A phenomenographical study. METHODS Recorded notes and reflections on each supervision session, noting exemplars and characteristics of the experience were read and re-read to derive the characterizations of the experience. RESULTS The experience has provided learnings in three domains: (1) the processes in using Skype; (2) supervisory processes; and (3) language translation, including managing clarity of, and time for translation. CONCLUSION Skype has potential for use in remote provision of clinical supervision, including where translation is required. Further research evaluating the benefit of telesupervision from supervisor and supervisee perspectives is necessary to determine if it is a sustainable process.
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Affiliation(s)
- Tracey Bruce
- a Translational Research and Social Innovation (TReSI), School of Nursing and Midwifery , Western Sydney University , Locked Bag 1797, Penrith NSW 2751 , Australia.,b Ingham Institute for Applied Medical Research , Liverpool Hospital , Locked Bag 7103, Liverpool , BC NSW 1871 , Australia
| | - Fiona Byrne
- a Translational Research and Social Innovation (TReSI), School of Nursing and Midwifery , Western Sydney University , Locked Bag 1797, Penrith NSW 2751 , Australia.,b Ingham Institute for Applied Medical Research , Liverpool Hospital , Locked Bag 7103, Liverpool , BC NSW 1871 , Australia
| | - Lynn Kemp
- a Translational Research and Social Innovation (TReSI), School of Nursing and Midwifery , Western Sydney University , Locked Bag 1797, Penrith NSW 2751 , Australia.,b Ingham Institute for Applied Medical Research , Liverpool Hospital , Locked Bag 7103, Liverpool , BC NSW 1871 , Australia
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Sheppard F, Stacey G, Aubeeluck A. The importance, impact and influence of group clinical supervision for graduate entry nursing students. Nurse Educ Pract 2017; 28:296-301. [PMID: 29203258 DOI: 10.1016/j.nepr.2017.11.015] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2017] [Revised: 11/23/2017] [Accepted: 11/23/2017] [Indexed: 10/18/2022]
Abstract
This paper will report on an evaluation of group clinical supervision (CS) facilitated for graduate entry nursing (GEN) students whilst on clinical placement. The literature suggests educational forums which enable GEN students to engage in critical dialogue, promote reflective practice and ongoing support are an essential element of GEN curricula. The model of supervision employed was informed by Proctor's three function interactive CS model and Inskipp and Proctor's Supervision Alliance. Both emphasise the normative, formative and restorative functions of CS as task areas within an overarching humanistic supervisory approach. The three-function model informed the design of a questionnaire which intended to measure their importance, impact and influence through both structured and open-ended questions. Findings suggest the restorative function of supervision is most valued and is facilitated in an environment where humanistic principles of non-judgement, empathy and trust are clearly present. Also the opportunity to learn from others, consider alternative perspectives and question personal assumptions regarding capability and confidence are a priority for this student group. It is suggested that the restorative function of CS should be prioritised within future developments and models which view this function as a key purpose of CS should be explored.
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Affiliation(s)
- Fiona Sheppard
- University of Nottingham, School of Health Sciences, Royal Derby Hospital, DE223NE, United Kingdom.
| | - Gemma Stacey
- University of Nottingham, School of Health Sciences, Royal Derby Hospital, DE223NE, United Kingdom.
| | - Aimee Aubeeluck
- University of Nottingham, School of Health Sciences, Royal Derby Hospital, DE223NE, United Kingdom.
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Pollock A, Campbell P, Struthers C, Synnot A, Nunn J, Hill S, Goodare H, Watts C, Morley R. Stakeholder involvement in systematic reviews: a protocol for a systematic review of methods, outcomes and effects. RESEARCH INVOLVEMENT AND ENGAGEMENT 2017; 3:9. [PMID: 29062534 PMCID: PMC5611627 DOI: 10.1186/s40900-017-0060-4] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2016] [Accepted: 04/12/2017] [Indexed: 05/27/2023]
Abstract
PLAIN ENGLISH SUMMARY Researchers are expected to actively involve stakeholders (including patients, the public, health professionals, and others) in their research. Although researchers increasingly recognise that this is good practice, there is limited practical guidance about how to involve stakeholders. Systematic reviews are a research method in which international literature is brought together, using carefully designed and rigorous methods to answer a specified question about healthcare. We want to investigate how researchers have involved stakeholders in systematic reviews, and how involvement has potentially affected the quality and impact of reviews. We plan to bring this information together by searching and reviewing the literature for reports of stakeholder involvement in systematic reviews. This paper describes in detail the methods that we plan to use to do this. After carrying out comprehensive searches for literature, we will: 1. Provide an overview of identified reports, describing key information such as types of stakeholders involved, and how. 2. Pick out reports of involvement which include detailed descriptions of how researchers involved people in a systematic review and summarise the methods they used. We will consider who was involved, how people were recruited, and how the involvement was organised and managed. 3. Bring together any reports which have explored the effect, or impact, of involving stakeholders in a systematic review. We will assess the quality of these reports, and summarise their findings. Once completed, our review will be used to produce training resources aimed at helping researchers to improve ways of involving stakeholders in systematic reviews. ABSTRACT Background There is an expectation for stakeholders (including patients, the public, health professionals, and others) to be involved in research. Researchers are increasingly recognising that it is good practice to involve stakeholders in systematic reviews. There is currently a lack of evidence about (A) how to do this and (B) the effects, or impact, of such involvement. We aim to create a map of the evidence relating to stakeholder involvement in systematic reviews, and use this evidence to address the two points above. Methods We will complete a mixed-method synthesis of the evidence, first completing a scoping review to create a broad map of evidence relating to stakeholder involvement in systematic reviews, and secondly completing two contingent syntheses. We will use a stepwise approach to searching; the initial step will include comprehensive searches of electronic databases, including CENTRAL, AMED, Embase, Medline, Cinahl and other databases, supplemented with pre-defined hand-searching and contacting authors. Two reviewers will undertake each review task (i.e., screening, data extraction) using standard systematic review processes. For the scoping review, we will include any paper, regardless of publication status or study design, which investigates, reports or discusses involvement in a systematic review. Included papers will be summarised within structured tables. Criteria for judging the focus and comprehensiveness of the description of methods of involvement will be applied, informing which papers are included within the two contingent syntheses. Synthesis A will detail the methods that have been used to involve stakeholders in systematic reviews. Papers from the scoping review that are judged to provide an adequate description of methods or approaches will be included. Details of the methods of involvement will be extracted from included papers using pre-defined headings, presented in tables and described narratively. Synthesis B will include studies that explore the effect of stakeholder involvement on the quality, relevance or impact of a systematic review, as identified from the scoping review. Study quality will be appraised, data extracted and synthesised within tables. Discussion This review should help researchers select, improve and evaluate methods of involving stakeholders in systematic reviews. Review findings will contribute to Cochrane training resources.
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Affiliation(s)
- Alex Pollock
- Nursing Midwifery and Allied Health Professions (NMAHP) Research Unit, Glasgow Caledonian University, Cowcaddens Road, Glasgow, G4 0BA Scotland
| | - Pauline Campbell
- Nursing Midwifery and Allied Health Professions (NMAHP) Research Unit, Glasgow Caledonian University, Cowcaddens Road, Glasgow, G4 0BA Scotland
| | - Caroline Struthers
- Education and Training Manager, EQUATOR Network, Centre for Statistics in Medicine, NDORMS, University of Oxford, Botnar Research Centre, Windmill Road, Oxford, OX3 7LD UK
| | - Anneliese Synnot
- Cochrane Consumers and Communication, Centre for Health Communication and Participation, School of Psychology and Public Health, La Trobe University, Kingsbury Drive, Bundoora, VIC 3086 Australia
- Cochrane Australia, School of Public Health and Preventive Medicine, Monash University, L1, 549 St Kilda Road, Melbourne, VIC 3004 Australia
| | - Jack Nunn
- Cochrane Consumers and Communication, Centre for Health Communication and Participation, School of Psychology and Public Health, La Trobe University, Kingsbury Drive, Bundoora, VIC 3086 Australia
| | - Sophie Hill
- Cochrane Consumers and Communication, Centre for Health Communication and Participation, School of Psychology and Public Health, La Trobe University, Kingsbury Drive, Bundoora, VIC 3086 Australia
| | | | - Chris Watts
- Cochrane Learning and Support Department, Cochrane Central Executive, St Albans House, 57-59 Haymarket, London, SW1Y 4QX UK
| | - Richard Morley
- Cochrane Consumer Network, St Albans House, 57-59 Haymarket, London, SW1Y 4QX UK
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