Our journey with clinical supervision in an intensive care unit

Nursing students’ perception of group supervision during clinical training

“…(1998), Marrow et al. (1997) and Price and Chalker (2000) and its value for a successful supervision has been highlighted. A significant relationship was found between many of the components embedded in the contract and the students’ satisfaction with the supervision.…”

Supervisor experiences of supervising nursing staff in the care of older people

“…It shows that the motivation to participate in supervision sessions increases when the supervisees experience its need. Price and Chalker (2000) point out both motivation and commitment as being required for being supervised and Wilson (1999) and Severinsson and Hallberg (1996) found commitment as the most important quality. Our study shows that to be committed the nursing staff needed to experience interest in and a need for supervision.…”

“…(2002) found that supervisors needed some kind of supportive network. In order to develop skills, supervisors need honest and constructive feedback (Price & Chalker 2000), but there is a lack of information about the competences, skills and ability levels of the clinical supervisor who supervises the supervisors. As Jones (2006) pointed out more ways of supporting supervisors and whether providing supervisory supervision is helpful, does need to be elucidated, and whether or not this can be made effective.…”

Content of clinical supervision sessions for nurses and allied health professionals

“…In 1995 a small qualitative study was undertaken in an intensive care unit of a London hospital in which nurses completed reflective journals (Price and Chalker, 2000). The participants in this study utilized a modification of John's structured model of reflection that asked specific questions such as "what was I trying to do" or "what knowledge/theory/research influenced my decisions" (Price and Chalker, 2000, p. 52).…”

“…The participants in this study utilized a modification of John's structured model of reflection that asked specific questions such as "what was I trying to do" or "what knowledge/theory/research influenced my decisions" (Price and Chalker, 2000, p. 52). It was considered that using a structured approach to reflection on practice would assist participants to focus on pertinent issues that would then be discussed in a group clinical supervision session (Price and Chalker, 2000). Similarly, Fowler et al (2007) stated that there are a number of techniques that can be used in supervision sessions to encourage reflection on practice and therefore to focus on solutions.…”