Mental health nurses' experiences of managing work‐related emotions through supervision

MacLaren, Jessica; Stenhouse, Rosie; Ritchie, Deborah

doi:10.1111/jan.12995

Cited by 27 publications

(14 citation statements)

References 42 publications

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“…However, there is a sense that this traditional hierarchy is still in place. MacLaren et al () reported that, although mental health nurses regard themselves as skilled and experienced, they continue to experience an in‐built inferiority to professions such as medicine and psychology. It is crucial that mental health nurses continue to develop as a profession and that they instil recovery‐orientated values into the organizations in which they work so that such an ethos can influence all members of the inter/transdisciplinary team (Cusack et al ).…”

Section: Discussionmentioning

confidence: 99%

‘There need to be a balance’: Mental health nurses’ perspectives on medication education in university and clinical practice

Goodwin

Kilty

Harman

et al. 2019

Int J Mental Health Nurs

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Working with medication is an important role of the mental health nurse. However, little research has focused on staff nurses’ perspectives on where the responsibility lies for preparing student nurses for safe, competent medication management. This study investigated mental health nurses’ perspectives on medication education. An interpretive descriptive approach was used. Two focus groups were conducted, and data were analysed using inductive content analysis. It was found that participants embraced a medical approach to servicer user care, with less positive attitudes demonstrated towards psychosocial approaches. There were also tensions expressed between clinical practice and the university, with uncertainty voiced about whose responsibility it was to educate students about medication management. It is important that both environments complement each other in order to enhance the student nurse educational experience. While mental health nurses should be educated in this area to practice in a safe and competent manner, it is also key that a holistic approach to care is considered.

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Section: Discussionmentioning

confidence: 99%

‘There need to be a balance’: Mental health nurses’ perspectives on medication education in university and clinical practice

Goodwin

Kilty

Harman

et al. 2019

Int J Mental Health Nurs

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“…The findings from this small study suggest that, in keeping with other areas of nursing specialism, clinical supervision has the potential to improve staff wellbeing and patient care (Hyrkäs 2005;Snowden et al 2017;). Whilst most of the evidence for effectiveness of clinical supervision as a support mechanism for staff comes from mental health nursing (for example, Lakeman and Glasgow 2009;Maclaren et al 2016 ), its role is beginning to be appreciated in other settings, including community and hospice services (Abbott et al 2018;Chilvers and Ramsey 2009). Although the UK Government identified the need for and value of clinical supervision in 1993, it still may not be routinely available to all advanced practice / specialist nurses across the UK despite an increasingly demanding workload.…”

Section: Discussionmentioning

confidence: 99%

Regular clinical supervision to enhance wellbeing in inflammatory bowel disease specialist nurses: a small pilot study

Younge

Sufi

Dibley

2020

Gastrointestinal Nursing

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Background: Increasing demands oninflammatory bowel disease clinical nurse specialists (IBD-CNSs) can lead to overwhelming workloads, causing stress and burnout. Aim: To assess the potential for cognitive behavioural therapy (CBT)-based clinical supervision to enhance IBD-CNS wellbeing. Method: This exploratory qualitative study involved interviewing IBD-CNSs who had participated in CBT-based clinical supervision sessions delivered previously in one UK hospital by a psychotherapist. Interviews were audio-recorded, then transcribed and anonymised by an independent transcriptionist. Data were analysed thematically. Findings: Four nurses participated. Four themes emerged: ‘surprise benefits’, ‘learning from others’, ‘thinking differently to change self and practice’ and ‘features of clinical supervision sessions’. Participants found group CBT-based supervision helpful for thinking differently about work-related challenges. All wanted to continue but were concerned about accommodating clinical supervision in already-busy schedules. Conclusions: Regular CBT-based clinical supervision has the potential to enhance wellbeing of IBD-CNSs. Further research with more participants is needed to confirm these preliminary findings.

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“…Similarly, MacLaren et al . () suggested that benefits of supervision might be negated, because it takes great effort to address emotions in an institutional environment where emotions are generally suppressed. In line with this, the informants in the present study spoke of a preference to develop their skills in small and safe ‘unofficial’ forums, which could be seen as flexible alternatives to supervision without managerial involvement, and where they could understand themselves as taking agency.…”

Section: Discussionmentioning

confidence: 99%

“…; Duncan‐Grant ; MacLaren et al . ). In the present study, we explored the reasons for mental health hospital nursing staff members’ non‐participation in clinical supervision.…”

Section: Introductionmentioning

confidence: 97%

“…Clinical supervision can be defined as a formalized pedagogical process where a trained supervisor assists a clinician or a group of clinicians to reflect on their practice (Cassedy 2010;Severinsson 1995). In mental health settings, group clinical supervision is commonly offered to develop professional competency and as a stress-reducing intervention, but the effects of supervision are not well-documented (Buus & Gonge 2009;Francke & de Graaff 2012), and nursing staff members can feel anxious or ambivalent about participating in this practice Duncan-Grant 2001;MacLaren et al 2016). In the present study, we explored the reasons for mental health hospital nursing staff members' non-participation in clinical supervision.…”

Section: Introductionmentioning

confidence: 99%

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Resistance to group clinical supervision: A semistructured interview study of non‐participating mental health nursing staff members

Buus

Delgado

Traynor

et al. 2017

Int J Mental Health Nurs

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This present study is a report of an interview study exploring personal views on participating in group clinical supervision among mental health nursing staff members who do not participate in supervision. There is a paucity of empirical research on resistance to supervision, which has traditionally been theorized as a supervisee's maladaptive coping with anxiety in the supervision process. The aim of the present study was to examine resistance to group clinical supervision by interviewing nurses who did not participate in supervision. In 2015, we conducted semistructured interviews with 24 Danish mental health nursing staff members who had been observed not to participate in supervision in two periods of 3 months. Interviews were audio-recorded and subjected to discourse analysis. We constructed two discursive positions taken by the informants: (i) 'forced non-participation', where an informant was in favour of supervision, but presented practical reasons for not participating; and (ii) 'deliberate rejection', where an informant intentionally chose to not to participate in supervision. Furthermore, we described two typical themes drawn upon by informants in their positioning: 'difficulties related to participating in supervision' and 'limited need for and benefits from supervision'. The findings indicated that group clinical supervision extended a space for group discussion that generated or accentuated anxiety because of already-existing conflicts and a fundamental lack of trust between group members. Many informants perceived group clinical supervision as an unacceptable intrusion, which could indicate a need for developing more acceptable types of post-registration clinical education and reflective practice for this group.

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Mental health nurses' experiences of managing work‐related emotions through supervision

Cited by 27 publications

References 42 publications

‘There need to be a balance’: Mental health nurses’ perspectives on medication education in university and clinical practice

‘There need to be a balance’: Mental health nurses’ perspectives on medication education in university and clinical practice

Regular clinical supervision to enhance wellbeing in inflammatory bowel disease specialist nurses: a small pilot study

Resistance to group clinical supervision: A semistructured interview study of non‐participating mental health nursing staff members

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