Clinical Supervision and Non-Technical Professional Development Skills in the Context of Patient Safety—The Views of Nurse Specialist Students

Abstract

The aim of the study was to evaluate nurse specialist students' views of clinical supervision (CS) and its influence on their professional competence development. An additional aim was to interpret the results and link them to nontechnical skills and Patient Safety (PS) topics. The research question was: What are the benefits of clinical supervision focusing on non-technical skills in the area of PS? A cross-sectional study of 46 nurse specialist students was conducted by means of questionnaires and exploratory factor analysis. Factors that influenced the nurse specialist students' competencies were: interpersonal, professional and communication skills in addition to awareness of ethical skills, the importance of teamwork and the benefit of involving patients and their family members in safe care. The results were linked to non-technical skills and PS competencies. Clinical supervision is crucial for the development of non-technical skills and PS competencies among nurse specialist students. However, finding time to reflect and learn from the supervision was reported to be a problem. Over half of the students stated they did not have enough time for supervision. Thus, there is a potential for quality improvement. We recommend that universities should provide formal educational programmes for supervisors focusing on the professional development of students, especially in the area of non-technical skills. In conclusion, CS should be prioritised by management and clinical leaders as it enhances PS.

Psychometric Testing of a Structured Assessment Instrument for Non-technical Skills (NANTS-no) for Use in Clinical Supervision of Student Nurse Anesthetists

“…A recent study highlighted the way in which management attitudes and increasing demands for efficient production limit professional development among nurse anaesthetists (Averlid, 2017). These same factors are among those reported by both students and mentors as constraints on the mentoring role and a threat to patient safety (Jølstad, Røsnaes, Lyberg, & Severinsson, 2017;Rylance, Barrett, Sixsmith, & Ward, 2017).…”

A Paradigm Shift in Nurse Specialist Clinical Supervision—Implementation of a Competence Program

“…Reflection can occur outside of CS, but CS cannot exist without reflection ( Fowler, 2011 ). According to Jølstad, Røsnæs, Lyberg, and Severinsson (2017) , finding time for nurse specialist students and their supervisors to reflect together was reported to be problematic and there is a potential for quality improvements to promote reflection on clinical experiences. A crucial part of the supervisory process is ensuring safety for the patient, professionals, and nursing students ( Berggren, Bégat, & Severinsson, 2002 ).…”

“…A crucial part of the supervisory process is ensuring safety for the patient, professionals, and nursing students ( Berggren, Bégat, & Severinsson, 2002 ). Røsnæs, Jølstad, Severinsson, and Lyberg (2017) argue that time to reflect and discuss together with the supervisor is of the utmost importance for specialist nurses' awareness of their responsibility. Ethical decision-making is an essential component of nursing practice in general and particularly in specialist nursing because of the complexity of the context of acute and critically ill patients ( Berggren et al., 2002 ).…”

Reflection as a Skill-Clinical Supervision as a Prerequisite for Professional Development to Ensure Patient Safety

“…Berggren and Severinsson [7] concluded that to enhance the students professional development, a systematic structure can lead to positive outcomes in terms of quality and PS. Another prerequisite for professional development is time to reflect, [29] the researchers concluded that CS is crucial for ensuring PS.…”

“…In 2015, we conducted a quantitative survey that included qualitative questions focusing on how NSS experienced CS from their supervisors in relation to PS [29]. These qualitative questions constitute the empirical material in this study.…”