3 New Articles on Clinical Supervision – Implementing clinical supervision

TURNER, James and HILL, Alison (2011). Implementing clinical supervision (part 1): a review of the literature. Mental Health Nursing, 31 (3), 8-12

Abstract:

This article represents part one of a three-part series incorporating a review of the literature, a study relating to implementing clinical supervision into a ward-based environment and current practice in regards to the support of clinical supervisors in a community mental health setting. Proctor’s (1987) Tripartite model is the supervision model of choice and provides commonality between the studies. Clinical supervision remains a development target for many clinical areas, although for some the integration of supervision with practice has been fostered and supported for many years. The literature shows that implementation varies greatly between regions and disciplines. It seems therefore, that in the wider workforce, clinical supervision still requires commitment and energy to manage the time and continuity for successful practice. This paper reviews the literature on clinical supervision in nursing and allied helping professions in relation to the studies that will follow.

TURNER, James and HILL, Alison (2011). Implementing clinical supervision (part 2): using proctor’s model to structure the implementation of clinical supervision in a ward setting. Mental Health Nursing, 31 (4), 14-19

Abstract: This is the second of three articles on clinical supervision. This study was undertaken a number of years ago when there was limited but useful literature in press regarding the models of supervision available. Following a review of the literature Proctor’s (1987) model of clinical supervision was the model of choice. The authors’ objective through this series of papers, is to facilitate and enable wards an areas to set clinical supervision in motion. Although we are reporting here on a previous study the results and process have salience for current practice and lead into a more recent study on using evidence-based practice in clinical supervision. Through a mixed methodology, using a questionnaire to generate data, staff views on the usefulness of the model emerged.

HILL, Alison and TURNER, James (2011). Implementing clinical supervision (part 3): an evaluation of a clinical supervisor’s recovery-based resource and support package. Mental Health Nursing, 31 (5), 16-20

Abstract: This is the third of a series of articles exploring the implementation of clinical supervision. This study explored the effect of a support and educative package to clinical supervision in assisting the embedding of evidence-based practice and recovery values into their supervision sessions and also the impact on clinical supervision uptake. The study was based on an action research approach and had a mixed methodology that included questionnaire, focus groups and audit. The evaluation of findings showed that 94% of clinical supervisors felt that the package had a positive impact on their practice. However, uptake of clinical supervision remained unchanged over the evaluation period.

Lancashire Care staff can request all or any of these articles, email: susan.jennings@lancashirecare.nhs.uk

Clinical Nursing Leadership – A cognitive learning model

A cognitive learning model of clinical nursing leadership, Nurse Education Today, 2011, Vol. 31, Issue 3, Pages 268-273

Jacinthe Pepin

Abstract:

 

Cognitive modeling of competencies is important to facilitate learning and evaluation. Clinical nursing leadership is considered a competency, as it is a “complex know–act” that students and nurses develop for the quality of care of patients and their families. Previous research on clinical leadership describes the attributes and characteristics of leaders and leadership, but, to our knowledge, a cognitive learning model (CLM) has yet to be developed. The purpose of our research was to develop a CLM of the clinical nursing leadership competency, from the beginning of a nursing program to expertise. An interpretative phenomenological study design was used 1) to document the experience of learning and practicing clinical leadership, and 2) to identify critical-learning turning points. Data was gathered from interviews with 32 baccalaureate students and 21 nurses from two clinical settings. An inductive analysis of data was conducted to determine the learning stages experienced: awareness of clinical leadership in nursing; integration of clinical leadership in actions; active leadership with patient/family; active leadership with the team; and, embedded clinical leadership extended to organizational level and beyond. The resulting CLM could have significant impact on both basic and continuing nursing education.

 

Lancashire Care staff can request the full-text of this paper, email: susan.jennings@lancashirecare.nhs.uk