Promoting reflective practice through structured clinical supervision

Marrow, Carol; Macauley, Donald; Crumbie, Alison

doi:10.1046/j.1365-2834.1997.00248.x

Cited by 27 publications

(24 citation statements)

References 0 publications

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“…The supervisor must also create a restful, relaxed and trustful atmosphere.’ Following these early sessions I was left feeling very motivated towards my practice. This is keeping with the work of Marrow, Macauley and Crumbie (1997, p. 81), ‘… gained a clarity of thought… helped me to develop a vision for my own learning needs in clinical practice… resolve potential areas of conflict within the practice’.…”

Section: Reflectionssupporting

confidence: 54%

Clinical supervision using video-conferencing technology: a reflective account

Marrow¹,

Hollyoake²,

Hamer³

et al. 2002

J Nurs Manag

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This paper discusses three nursing practitioners' experiences of clinical supervision using video-conferencing (VC) technology. The study, based on supportive action research, involved 40 practising community and hospital nurses from a variety of specialties and took place over an 18-month period. The research was collaborative, educational and applied and focused on the effects of remote clinical supervision on the development of professional practice. Data were obtained through pre- and post-study questionnaires, repertory grids, focus group interviews and written narratives. The three research participants found that clinical supervision, as a mediator of learning, was vital in enabling them to develop their reflective and problem-solving skills. Through critical conversations with either a supervisor or within peer group supervision, the participants increased both their confidence and self-awareness and gained more insight into the practices and needs of other practitioners. They also examined critically patient care issues resulting in attention to existing or the development of new care protocols. They did, however, experience some impediments to the process of clinical supervision, mainly lack of peer and management support and ongoing education. The participants had mixed perceptions with regards to using VC technology for clinical supervision. They experienced technical and accessibility problems and communication problems, suggesting the need for clear protocols for both technical support and applied training.

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Section: Reflectionssupporting

confidence: 54%

Clinical supervision using video-conferencing technology: a reflective account

Marrow¹,

Hollyoake²,

Hamer³

et al. 2002

J Nurs Manag

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“…This is what the lecturers in this study have done in assuming the role of supervisor in‐group supervision. The importance of well‐trained supervisors has been emphasized previously (Scanlon & Weir 1997, Marrow et al 1997). In this study, where the lecturers who led the supervision were well trained as supervisors, a majority of the students considered them to be important for the group, and they succeeded in giving the students a feeling of confidence and satisfaction in the group supervision.…”

Section: Discussionmentioning

confidence: 92%

Nursing students’ perception of group supervision during clinical training

Lindgren

Brulin²,

Holmlund³

et al. 2005

Journal of Clinical Nursing

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“…Butterworth et al . (1997 ) and Marrow et al . (1997 ) stated that both supervisors and nurses found the supervision beneficial.…”

Section: Literature Review Of the Supervision Concept In Nursing Carementioning

confidence: 96%

Psychiatric nurses' conceptions of how group supervision in nursing care influences their professional competence

2000

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Aim The aim of the study was to describe, after 1 and 2 years respectively, psychiatric nurses’ conceptions of how group supervision within nursing care influenced their professional competence. Background The intention of group supervision in nursing care is to understand nurses’ experiences within real care settings and to structure these in a professional and personal context. The study Ten psychiatric nurses participated in the group supervision. They were interviewed on two occasions: after 1 and 2 years, respectively. Findings The data analysis was influenced by the phenomenographic approach and provided four description categories: a feeling of job satisfaction; acquiring knowledge and competence; gaining a sense of security in nursing situations; and a feeling of personal development. Conclusions In supervision, practice and theory are integrated, resulting in enhanced nursing competence among the participants. Supervision should be an integrated part of nursing work and regarded as a means of quality assurance. A long‐term follow‐up could give valuable proof that group supervision in nursing care has a lasting effect on nurses’ professional competence.

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Promoting reflective practice through structured clinical supervision

Cited by 27 publications

References 0 publications

Clinical supervision using video-conferencing technology: a reflective account

Clinical supervision using video-conferencing technology: a reflective account

Nursing students’ perception of group supervision during clinical training

Psychiatric nurses' conceptions of how group supervision in nursing care influences their professional competence

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