Mental health pre-registration nursing students' experiences of group clinical supervision: A UK longitudinal qualitative study

Carver, Neil; Clibbens, Nicola; Ashmore, Russell; Sheldon, Julie

doi:10.1016/j.nepr.2013.08.018

Cited by 10 publications

(9 citation statements)

References 41 publications

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“…27 These factors are promoted and enhanced by the provision of a safe environment and by effective supervision skills. 28,29 Some models draw on psychoanalytical frameworks or discuss GCS in terms of Freudian transference. 16,30 Others utilise Yalom's group psychotherapy model that identifies 11 therapeutic factors: instillation of hope, universality, imparting information, altruism, the corrective recapitulation of the primary family group, the development of socialising techniques, imitative behaviour, interpersonal behaviour, interpersonal learning, group cohesiveness, catharsis, and existential factors.…”

Section: What This Paper Addsmentioning

confidence: 99%

“…Group cohesiveness is a dominant focus of clinical and research literature with Yalom defining it as an essential but more complex form of the therapeutic alliance essential for individual therapy. 16,31,33,34 Literature on nursing GCS also identifies trust, cohesion and a safe environment as important factors, 14,28,29 however, there have been challenges defining the factors that determine group cohesion and therefore, there is inconsistency in its measurement. 35 Hornsey, Dwyer, and Oei attempt to articulate group cohesion using a social psychology lens and offer three explanatory constructs: group identification, homogeneity, and task interdependence.…”

Section: What This Paper Addsmentioning

confidence: 99%

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Group clinical supervision for nurses: process, group cohesion and facilitator effect

Reschke¹,

Dawber²,

Millear³

et al. 2021

AJAN

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Objective: This qualitative research project set out to explore how, and by what means, participation in group clinical supervision might impact nurses. It aimed to describe participant perceptions of the processes within a long running reflective practice group for intensive care nurses and explore these in relation to relevant theory.Background: Interpersonal aspects of care are central to the nursing role, however, the associated emotional labour can develop into moral distress, compassion fatigue and burnout. Australia's peak nursing and midwifery bodies have released a joint position statement on the importance of supervision for nurses. Group supervision interventions, such as reflective practice groups, mitigate stress, promote learning and support interpersonal aspects of nursing.Method: Twenty-two intensive care nurses from a reflective practice group that had been running for 10 years, participated in focus groups convened by an independent researcher. Thematic analysis identified key perceptions relating to process and outcomes.Results: Group identification, voluntary participation and skilled facilitation created an enabling environment for nurses to self-disclose. The sense of universality experienced by participants, along with increased empathy, enabled reflection and selfevaluation relevant to the group prototype of the ideal nurse. Authentic emotional expression was seen to provide respite from emotional labour, thereby regenerating resources for nurses to cope with job demands. Discussion: Key themes can be aligned to social psychology constructs of group identity, task interdependence and homogeneity, supporting earlier studies that suggest group cohesion is comprised of measurable factors. By developing and aligning with these constructs, the facilitator assists the group to establish a safe space whilst conceptualising and aspiring to a model for the professional and compassionate nurse. Conclusion:Social psychology constructs can help develop practice and research of group supervision for nurses. In clinical nursing settings, group identity is particularly salient and facilitator interventions should aim to strengthen this. The development of a AUTHORS

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Section: What This Paper Addsmentioning

confidence: 99%

Section: What This Paper Addsmentioning

confidence: 99%

Group clinical supervision for nurses: process, group cohesion and facilitator effect

Reschke¹,

Dawber²,

Millear³

et al. 2021

AJAN

View full text Add to dashboard Cite

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“…Para embasar a prática de supervisão clínica de Enfermagem em evidências científicas, o JBI aponta como melhores práticas (CARUANA, 2008): o desenvolvimento e disseminação de documentos que estabeleçam os direitos e responsabilidades do supervisor clínico e dos supervisionados (BUTTERWORTH et al, 2008;POLLOCK et al, 2017;WRIGHT, 2012); a capacitação dos enfermeiros em supervisão clínica (BRUNERO; STEIN-PARBURY, 2008;KENNY;ALLENBY, 2013;KRISTOFFERON et al, 2013;CARVER et al, 2014); o mapeamento e divulgação das atividades de supervisão clínica para todos os profissionais da instituição de saúde (BRUNERO; STEIN-PARBURY, 2008); o monitoramento das práticas de supervisão clínica, por meio de avaliações sistemáticas da qualidade e eficácia das atividades realizadas (SCHALK et al, 2010;WHITE;WINSTANLEY, 2010) e a implementação de atividades de registro de supervisão clínica (WHITE; WINSTANLEY, 2010).…”

Section: Introductionunclassified

Implementação De Melhores Práticas De Supervisão Clínica De Enfermagem: Relato De Experiência

Nascimento¹

2021

Saberes Plurais Educ. Saude

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O objetivo deste estudo é relatar a experiência de implementação das melhores práticas baseadas em evidências em supervisão clínica de Enfermagem, utilizando-se de práticas de educação em saúde e de educação na saúde. Trata-se de um estudo de implementação com metodologia do Joanna Briggs Institute (JBI), conduzido entre 2017 e 2019, em duas Clínicas Médicas de hospitais públicos municipais de São Paulo – Brasil, com a participação de um grupo de professores, pós-graduandos de Enfermagem e enfermeiras dos dois hospitais. O processo de auditoria de base, considerando os critérios – a partir das melhores práticas disponíveis em supervisão clínica de Enfermagem do JBI, foi executado. A identificação das barreiras para a implementação desses critérios foi realizada, conjuntamente, à proposição de ações, que foram desenvolvidas a partir de práticas de educação em saúde, com vistas a possibilitar a autonomia e engajamento das enfermeiras na implementação das melhores práticas em supervisão clínica de Enfermagem. Por fim, um novo ciclo de auditoria desses critérios foi iniciado, denotando a implementação da maioria das práticas baseadas em evidências, o que confere maior qualidade e segurança no cuidado prestado. A qualificação oferecida às enfermeiras – como preconiza a educação na saúde, a sistematização dos registros das atividades de supervisão clínica e o desenvolvimento de política organizacional que reconheça o enfermeiro como supervisor clínico e, consequentemente, gestor do cuidado é fundamental. A implementação das práticas em saúde deve ser proveniente de evidências, o que exige metodologias robustas, como a preconizada pelo JBI, para garantir a adoção de práticas que se traduzam em qualidade, o que se configurou com uma experiência ímpar aos envolvidos neste projeto. Portanto, a implementação da supervisão clínica de Enfermagem, por meio de práticas de educação em saúde e educação na saúde, reconheceu o enfermeiro como gestor do cuidado e potencializador de práticas seguras e de qualidade.Palavras-chave: Ciência da Implementação. Educação em Saúde. Enfermeiras e Enfermeiros. Gestão da Qualidade. Segurança do Paciente.

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“…Importantly, however, whilst RP is widely listed as a component of coach development, there is less evidence that this is always optimally impactful. RP can pave the way for positive change, but development only happens in learning organisations with mechanisms supportive of coaches and coaching sympathetic to this practice (Carver et al, 2014). There is lots of evidence for the importance of social interactions in parallel professions, including teaching (e.g.…”

Section: Introductionmentioning

confidence: 99%

A realist evaluation of the use of Flipgrid to facilitate collaborative online learning and reflection in sport coaching

Stoszkowski

Collins

2021

Sport, Education and Society

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Sport coaching researchers have stressed the need for reflection in practitioners whilst the increased growth and impact of online applications has offered new ways to pursue this important goal. Recently, Stoszkowski, Hodgkinson and Collins (2021) showed that Flipgrid, an online communication tool that enables short video-based interactions, was a useful tool for facilitating and promoting analytical interaction between student-coaches on a bachelor's degree programme. The present study used realist evaluation to examine this successful use of Flipgrid. A range of methods including surveys, participant observation, content analysis of video transcripts and a semi-structured focus group interview were used to develop preliminary theories regarding how, when and why Flipgrid facilitated and promoted more analytical interaction than earlier studies using online written blogs. Individual realist interviews were then conducted to refine these theories, resulting in three main components: convenience, connection and criticality. This research provides a coherent and plausible explanatory account of the causal processes through which the use of Flipgrid in this specific circumstance produced its outcomes, which may be useful to those implementing reflective practice interventions in similar educational settings.

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Mental health pre-registration nursing students' experiences of group clinical supervision: A UK longitudinal qualitative study

Cited by 10 publications

References 41 publications

Group clinical supervision for nurses: process, group cohesion and facilitator effect

Group clinical supervision for nurses: process, group cohesion and facilitator effect

Implementação De Melhores Práticas De Supervisão Clínica De Enfermagem: Relato De Experiência

A realist evaluation of the use of Flipgrid to facilitate collaborative online learning and reflection in sport coaching

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