Factors influencing adequate and effective clinical supervision for inpatient mental health nurses' personal and professional development: An integrative review

Howard, Vickie; Eddy‐Imishue, Gesi‐ere Kindah

doi:10.1111/jpm.12604

Cited by 25 publications

(25 citation statements)

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“…Clinical supervision has been shown to improve knowledge and skills, and prevent stress and burnout for clinicians when regularly encountering patients with EDs [ 22 , 45 , 46 ]. After graduation, participants in this study acknowledged the value of clinical supervision for working with patients with EDs, although the majority of hospital-based dietitians preferred an informal or ad-hoc approach to clinical supervision, compared to a more formalised supervision arrangement.…”

Section: Discussionmentioning

confidence: 99%

Exploring perceived training and professional development needs of Australian dietetic students and practising dietitians in the area of eating disorders: a focus group study

et al. 2022

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Background Timely diagnosis and treatment of eating disorders (EDs) are essential for achieving the best possible outcomes, and dietitians have an important role in the multidisciplinary team. ED-specific training has been shown to enhance the knowledge, mental health literacy and confidence of health professionals in providing patient treatment. However, the ED-specific training needs of dietitians have yet to be determined. This study aimed to explore the perceived readiness of dietitians and student dietitians to treat patients with EDs; to identify the key training components that would enhance their confidence in delivering ED-specific treatment; and to examine any barriers associated with engagement in ED-specific professional development. Methods A semi-structured question guide was developed by researchers to elicit information from six virtual focus groups consisting of a purposive sample of practising dietitians and student dietitians enrolled in their final year of an Australian tertiary accredited dietetic program. Members of professional organisations were approached to participate via email; and a recruitment flyer was promoted on various social media platforms. Discussions were recorded, transcribed verbatim and analysed qualitatively using inductive thematic analysis. Results Thirty-eight participants (26 dietitians, 12 student dietitians) were recruited, mean age of 32.5 years ± 11 SD. Three major themes emerged: (1) reluctance to practice in EDs, which was associated with limited ED-specific training at university, lack of clinical guidelines, mental health complexities of patients with an ED, ambiguity regarding the dietitian’s role, systemic complexities with ED care, and beliefs of health professionals; (2) the need for additional ED-specific training and clinical supervision both during and after university, with the focus on identification, assessment, management and treatment, mental health literacy, and counselling skills, identified as an essential component to improving professional confidence and competence; (3) limited awareness and access/supply of ED-specific training opportunities were found, which included the financial cost of training/clinical supervision, and limited access to suitable clinical supervision. Conclusion Dietitians currently practising in the workplace and dietetic students perceive that enhanced ED-specific training during university and after graduation is essential to work with patients confidently and competently with EDs. This research has implications for Australian university dietetic programs and workforce development. Plain English Summary This study aimed to explore the perceptions and readiness of dietitians and student dietitians to treat patients with eating disorders (EDs); to identify the key training components that would enhance their confidence and competence in delivering treatment; and to examine any barriers associated with engaging in ED-specific professional development. Twenty-six dietitians and twelve dietetic students participated in six virtual focus group discussions, which identified three main themes: (1) reluctance to practice which was associated with limited ED-specific training at university, lack of clinical guidelines, mental health complexities of patients with an ED, ambiguity regarding the dietitian’s role, systemic complexities with ED care, and beliefs of health professionals; (2) the importance of engaging in ED-specific training, beyond an introductory level, during university and after graduation to confidently and competently work with patients with EDs; (3) barriers to accessing further ED-specific training and clinical supervision were found, including poor awareness of training opportunities, high financial cost of training/clinical supervision, and limited access to obtaining suitable clinical supervision. Results from this study provide insight into the ED-specific training needs of practising and student dietitians. This research has value for university programs and workforce development.

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Section: Discussionmentioning

confidence: 99%

Exploring perceived training and professional development needs of Australian dietetic students and practising dietitians in the area of eating disorders: a focus group study

et al. 2022

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“…These transition programmes feature a set number of study days, with mentorship and preceptorship and reflective clinical supervision. Nurses who received clinical supervision reported less stress (Blomberg et al 2016), and it is particularly restorative for inpatient nurses (Howard & Eddy-Imishue, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Nurses who received clinical supervision reported less stress (Blomberg et al . 2016), and it is particularly restorative for inpatient nurses (Howard & Eddy‐Imishue, 2020).…”

Section: Introductionmentioning

confidence: 99%

Action learning sets for supporting postgraduate mental health nurses’ transition to professional practice: A qualitative study

Hopkins

Hamilton

Prematunga

et al. 2021

Int J Mental Health Nurs

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This paper reports on a qualitative case study of postgraduate mental health nurses participating in a monthly facilitated action learning set (ALS) in order to support them while they transition from PGMHN to independent professional practice. The aim of the study was to determine what the impact of participating in an ALS would have on how they perceived clinical practice issues. The ALS comprised a small group of PGMHN supported by a facilitator in order to explore issues from clinical practice by using Socratic questions to challenge their thinking. Data were collected via a single focus group and a 20‐item survey. Focus group textual data were coded line by line, and codes were synthesized thematically. The major theme to emerge from the qualitative results was as follows: ‘Learning from doing an action learning set’. Three subthemes were identified: Think outside the box: Developing Socratic questions; there’s rarely one right way: Applying action learning to practice; and Not easy to implement: Action plans in action. A 20‐item evaluative survey indicated that ALS increased participant’s confidence as a mental health nurse. Using critical questions increased participants’ confidence to explore different perspectives when engaged in problem‐solving.

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“… 14–19 Common features of effective supervision in medicine, pharmacy and nursing literature include availability of supervisor, informative feedback, effective communication and a supportive relationship between the supervisor and the supervisee. 18–22 These features have also been found to facilitate effective clinical supervision of physiotherapists, occupational therapists, social workers, dietitians, psychologists, podiatrists and speech pathologists. 23 Of paramount importance is having clinical supervisors with experience, skills and knowledge to support learners in the workplace.…”

Section: Introductionmentioning

confidence: 99%

“…In medical education, the most common form of supervision is clinical supervision, which consists of oversight of day-to-day clinical performance with regular feedback 13. The benefits of effective clinical supervision in facilitating learning and performance have been widely recognised in both the medical and nursing literature 14–19. Common features of effective supervision in medicine, pharmacy and nursing literature include availability of supervisor, informative feedback, effective communication and a supportive relationship between the supervisor and the supervisee 18–22.…”

Section: Introductionmentioning

confidence: 99%

Contribution of supervision to the development of advanced practitioners: a qualitative study of pharmacy learners’ and supervisors’ views

et al. 2022

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ObjectiveTo apply educational theory to explore how supervision can contribute to the development of advanced practitioners using the example of several postregistration primary care training pathways for pharmacy professionals (pharmacists and pharmacy technicians).DesignQualitative semistructured telephone interviews applying Billet’s theory of workplace pedagogy for interpretation.SettingEngland.ParticipantsFifty-one learners and ten supervisors.Primary outcomeContribution of clinical and educational supervision to the development of advanced practitioners in primary care.ResultsFindings were mapped against the components of Billet’s theory to provide insights into the role of supervision in developing advanced practitioners. Key elements for effective supervision included supporting learners to identify their learning needs (educational supervision), guiding learners in everyday work activities (clinical supervision), and combination of regular prearranged face-to-face meetings and ad hoc contact when needed (clinical supervision), along with ongoing support as learners progressed through a learning pathway (educational supervision). Clinical supervisors supported learners in developing proficiency and confidence in translating and applying the knowledge and skills they were gaining into practice. Learners benefited from having clinical supervisors in the workplace with good understanding and experience of working in the setting, as well as receiving clinical supervision from different types of healthcare professionals. Educational supervisors supported learners to identify their learning needs and the requirements of the learning pathway, and then as an ongoing available source of support as they progressed through a pathway. Educational supervisors also filled in some of the gaps where there was a lack of local clinical supervision and in settings like community pharmacy where pharmacist learners did not have access to any clinical supervision.ConclusionsThis study drew out important elements which contributed to effective supervision of pharmacy advanced practitioners. Findings can inform the education and training of advanced practitioners from different professions to support healthcare workforce development in different healthcare settings.

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Factors influencing adequate and effective clinical supervision for inpatient mental health nurses' personal and professional development: An integrative review

Cited by 25 publications

References 51 publications

Exploring perceived training and professional development needs of Australian dietetic students and practising dietitians in the area of eating disorders: a focus group study

Exploring perceived training and professional development needs of Australian dietetic students and practising dietitians in the area of eating disorders: a focus group study

Action learning sets for supporting postgraduate mental health nurses’ transition to professional practice: A qualitative study

Contribution of supervision to the development of advanced practitioners: a qualitative study of pharmacy learners’ and supervisors’ views

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