How does clinical supervision impact on staff development? Part 2

Abstract

The aim of the study was to examine how clinical supervision impacts on staff development within acute paediatric care settings. The author analysed existing work, definitions and understanding of clinical supervision and explored the experiences of clinical supervision on staff working in paediatric wards and the effect of the clinical supervision on staff development. The first part of this study was quantitative and involved participants who were registered child health nurses and non-registered nursing staff (n=24). The second part was a qualitative study, involving registered child health nurses (n=4) and non-registered staff (n=2). The research was carried out at two acute paediatric wards at two hospitals comprising one NHS Trust. The research incorporated a mixed-method approach. Initially a quantitative study using the Likert scale of measurement was conducted inviting all participants of clinical supervision to be involved. Secondly, a qualitative study, informed by phenomenology, was conducted using semi-structured interviews. While the image of clinical supervision continues to require embedding within nursing culture, positive effects of clinical supervision on paediatric staff development such as reflection on practice, autonomy and problem solving, are experienced by the participants. Development, as a result of clinical supervision, occurs both on a personal professional level and on a team level. Further study into the view of managers on the importance of clinical supervision and the role of the supervisor is required.

Support needs of children’s nurses involved in child protection cases

“…In spite of this it has also been looked upon with suspicion of being a management surveillance tool (Cutcliffe & Proctor 1998, Rouse 2007a,b) and in practice is marginalized because of time and staffing shortages. Hall (2007) found there was no national model of child protection supervision and this is borne out by the NMC statement that it is best developed at a local level (NMC 2008).…”

An evaluation of the staff training within the trauma and self injury (TASI) programme in the National High Secure Healthcare Service for Women (NHSHSW)

“…Formal supervision aims to educate, develop skills, support and control clinical practice of staff. Staff develop through supervision both personally and professionally (Rouse, 2007). Supervision has also been identified as key in reducing stress levels amongst staff and improve the care of patients (Gilbody et al , 2006; Institute of Medicine, 2004).…”