Organizational Change and Supervision

Kihlgren, Mona; Hansebo, Görel

doi:10.1002/9781118846360.ch7

Cited by 4 publications

(3 citation statements)

References 70 publications

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“…Our selected conceptualization should indicate which variables to measure, such as factors within the organizational climate. For example, one study of supervision contrasted two different milieus for the care of dementia sufferers, a collective living (CL) unit and a traditional nursing home (Kihlgren & Hansebo, 2014). The CL unit staff received 1 month of training on dementia care before the unit opened, followed by supervision, support and monthly feedback during the 22-month study period.…”

Section: Sos Overviewmentioning

confidence: 99%

Supporting our supervisors: sending out an SOS

Milne

Reiser²

2016

tCBT

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Abstract. In this Introduction to the Special Issue of the Cognitive BehaviourTherapist on clinical supervision we start by highlighting the unmet and overdue need for coherent organizational systems to support, guide and develop clinical supervisors. We identify a seven-step, cyclical model that describes how such a system might work, with particular reference to CBT supervision. These steps start with conceptualization (e.g. definition of CBT supervision) and complete the problem-solving cycle with evaluation (e.g. corrective feedback). We provide an overview of typical research and development activity for each part of this model to illustrate how a sound supervision infrastructure might best be developed. The SOS model provides a systematic approach to indicate the organizational conditions under which CBT supervision might flourish.

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Section: Sos Overviewmentioning

confidence: 99%

Supporting our supervisors: sending out an SOS

Milne

Reiser²

2016

tCBT

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“…On its own, training in new practices increases clinicians' knowledge, but changes in behaviour are greater when training is supported in supervision (Bearman, Schneiderman, & Zoloth, ). Furthermore, supervision has been shown to impact on wider culture change, with supervisors playing a vital role in quality improvement across organisations (Kihlgren & Hansebo, ) often influencing several members of staff. It is clear that there is much variation in supervision practice (Schoenwald, Sheidow, & Chapman, ), with systematisation required in order to encourage effective implementation of evidence‐based practice (O'Donovan, Halford, & Walters, ).…”

Section: Introductionmentioning

confidence: 99%

Using patient‐reported outcome measures to improve service effectiveness for supervisors: a mixed‐methods evaluation of supervisors' attitudes and self‐efficacy after training to use outcome measures in child mental health

Fullerton

Edbrooke‐Childs

Law

et al. 2017

Child Adoles Ment Health

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Background: Patient-reported outcome measures (PROMs) are recommended by healthcare systems internationally, but there are a number of barriers to implementation. The aim of this research was to examine the impact of training supervisors in using PROMs on clinical practice, given the importance of leadership when changing behaviour. Method: Data included pre-post questionnaires from 42 supervisors, interviews after training with six supervisees and nonparticipant observations of nine video-recorded supervision sessions. Results: After training, supervisors had more positive attitudes to administering PROMs and using feedback from PROMs and had higher levels of self-efficacy about using PROMs in supervision. Conclusions: Findings are in line with the growing body of evidence that training child mental health staff to use PROMs may be associated with changes in attitudes, self-efficacy and use of PROMs. Key Practitioner Message• Specific training in the use of patient-reported outcome measures (PROMS) was associated with an increase in supervisors' positive attitude and self-efficacy related to administering PROMs and using feedback from PROMS in supervision.• Observations indicated that supervisors had high levels of competence related to discussing PROMs in supervision, but were not entirely consistent in discussing in supervision with clinicians how PROMs were administered.• The results are in line with a growing body of evidence that training child mental health staff to use PROMs may be associated with changes in attitudes, self-efficacy and use of PROMs.

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“…Organizational changes have been addressed as a factor that prevents learning interventions in the care of older people [7] and this is unfortunate, considering the importance of development in the care of older people. Within the context of nursing health care, supervision has been viewed as a valuable means of supporting and developing professional practice [8] and one way of recruiting and keeping personnel aimed at developing professional competence and personal identity [9]. Another way to develop staff members' lack of formal competence can be with e-learning and e-assessment [10].…”

Section: Introductionmentioning

confidence: 99%

Consequences of Working in Eldercare during Organizational Changes and Cut Backs While Education and Clinical Supervision Was Provided: A Mixed Methods Study

Fläckman

Skovdahl²,

Fagerberg

et al. 2015

OJN

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Background: Reorganization and downsizing can disrupt a competent staff and conflicts can arise between what the employee is being asked to do and their knowledge and competences. Reduced job satisfaction among nursing home staff with increased workload and strain can occur. Aim and Objectives: The aim was to investigate the organizational climate and prevalence of burnout symptoms among caregivers over time in three Swedish nursing homes (NH I-III) undergoing organizational changes, while education and clinical supervision were provided. Design: The study design combines qualitative and quantitative methods in a longitudinal two-year follow-up project in NH I-III. Methods: Support through education and clinical supervision was provided for caregivers only at NH I and NH II. At NH I-III caregiver self-assessments and interviews were completed and analysed three different times. Results: NH I revealed improvement and increased innovation over time, while NH II showed a decline with no ability to implement new knowledge. NH III retained a more status quo. Conclusions: Organizational changes and cutbacks, occurring at different times, appeared to cause major stress and frustration among the three personnel groups. They felt * Corresponding author. B. Fläckman et al. 814 guilty about not meeting their perceived obligations, seemed to have lost pride in their work but kept struggling. The changes seemed to overshadow attempts to improve working conditions through education and clinical supervision initially. Implications for practice: It will be important to learn from reorganizations and the consequences they will have for the staff and quality of care. Important topics for future research are to study financial cutbacks and changes in organizational processes in care of older people to be able to develop a more person centered care for older people.

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Organizational Change and Supervision

Cited by 4 publications

References 70 publications

Supporting our supervisors: sending out an SOS

Supporting our supervisors: sending out an SOS

Using patient‐reported outcome measures to improve service effectiveness for supervisors: a mixed‐methods evaluation of supervisors' attitudes and self‐efficacy after training to use outcome measures in child mental health

Consequences of Working in Eldercare during Organizational Changes and Cut Backs While Education and Clinical Supervision Was Provided: A Mixed Methods Study

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