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PubMedDate not supplied

[Resistance and defense in supervision. From clinical practice of individual and team supervision (with special reference to institutional aspects)].

This paper presents a contribution to the techniques of supervision. At the beginning of any supervision it is necessary to clarify the condition which have lead to that particular supervision. Motivation and setting are mentioned. Against the declared goal of the supervision the teams develops regularly different kinds of resistance; these are carefully discussed. Every form of resistance is presented from the point of view of groupdynamics and clinic organisation. The last paragraph is dedicated to the dealing with resistance.

Curriculum↗
PubMed1995

[Supervision for nursing personnel: more than psychohygiene? 2. The importance of supervision for the professionalization of nursing].

Supervision as a means to improve professionalism in nursing. In the first part of the essay it was shown that the literature emphasises the psychohygiene function of supervision. This was contrasted with the function of systematic reflection on professional action, which is more important for the professionalisation of nursing. This second part describes how experiential knowledge is acquired by reflection. Supervision is shown to parallel nursing research. The paper discusses the necessary framework for supervision and the demands made on supervisors in this field.

Humans↗
PubMed1997

The vision in supervision: transference-countertransference dynamics and disclosure in the supervision relationship.

The centrality of the supervision experience in the development of the supervisee's personal and professional capacities is addressed. The supervision relationship and process are explored in light of the potential effects of transference-countertransference configurations of supervisor and supervisee. Parallels between supervision and treatment are highlighted. The importance of developing and utilizing the capacity for reflectivity is reviewed, as is the impact of supervisee nondisclosure to supervisor. The direct use of countertransference experiences in the context of supervision is explored, and the centrality of self-disclosure is highlighted. It is recommended that supervisor and supervisee remain receptive to exploring these experiences in the service of developing a shared subjective sense of the patient, of increasing the supervisee's capacity to treat his or her patient, and of providing the supervisee with a novel, growth-enhancing relationship.

Adult↗
PubMed1982

Open supervision: modelling psychotherapy supervision as a teaching method for first year psychiatric residents.

The Open Supervision teaching method involves a therapist presenting process notes and correlated supervisory sessions of a terminated psychotherapy case to a group of trainees, accompanied by the therapist's former supervisor of that case. Open Supervision reduces the trainee's anticipatory anxiety about supervision by modelling the supervisory relationship, and by providing a realistic picture of the capacities and limitations of both supervisee and supervisor.

Humans↗
PubMed2000

The meaning and significance of clinical group supervision and supervised individually planned nursing care as narrated by nurses on a general team psychiatric ward.

By interviewing 22 psychiatric nurses, the present study aimed to reveal the meaning and significance of systematic clinical group supervision and supervised individually planned nursing care, using latent content analysis. The interpreted meaning was 'confronting the complexity of ongoing life in daily nursing care' and the interpreted significance was 'strengthening the foundation for nursing care'. Reflection on action and confirmation seemed to be core components in the process of clinical supervision. Focusing on the relational and task aspects in nursing care within a group approach may have contributed to the positive experiences of development that occurred.

Adult↗
PubMed1994

Stages of group psychotherapy supervision: a model for supervising beginning trainees of dynamic group therapy.

This article presents a model for supervising beginning therapists of dynamic group psychotherapy. It is geared to their experience with the challenging patients most often seen in training clinics. The model presupposes no particular metapsychology but, to meet trainees' needs, advocates a hierarchically organized set of operational goals. The supervision is conceptualized as ideally occurring in three sequential stages: (a) The "Technical" phase conveys the fundamentals of technique, the "craft." (b) The "Enrichment" stage emphasizes appreciation of group phenomena, including formal group dynamic theory. (c) The final phase highlights the more "Personal" side of becoming a skilled group psychotherapist, including countertransferential issues and the termination process. The model, not intended to be applied in a Procrustean manner, also serves, nevertheless, as a description of how a satisfactory supervision for beginners generally proceeds.

Curriculum↗
PubMedDate not supplied

A prospective study of nurse-supervised versus physician-supervised neonatal transports.

To compare the quality of neonatal care provided by nurse-supervised teams with that provided by physician-supervised teams, a prospective study was used to examine the condition of neonates transported under the supervision of a nurse clinician (55 infants), pediatric residents (141 infants), and neonatology faculty members or fellows (38 infants). Gestational age, birthweight, Apgar scores, vital signs, arterial blood gas values, length of stabilization time, type of respiratory support required, and death during transport were analyzed. Neonates in all groups demonstrated similar severity of illness before transport, showed significant improvement during transport, and were in comparable condition after transport.

Faculty, Medical↗
PubMed1989

Ethnocultural factors in resident supervision: black supervisor and white supervises.

Ethnocultural differences between supervisor and resident can play a significant role during the course of psychotherapy supervision. Failure to deal with these issues can adversely affect the supervisory relationship, the supervised therapy, and the overall education of the resident. Four cases of black supervisor and white supervises illustrate the problems.

Adolescent↗
PubMed1997

[Clinical supervision--experience of 10 nurses of a 2-year process-oriented supervision].

Many patients in swedish hospital care today are older, more physically and mentally ill and in need of much care. Despite this there is a strong urge for higher cost-effectiveness and shorter hospital stays. Both these trends are often reported to be important sources of stress and burn-out among nurses. One way of reducing such effects among nurses could be clinical supervision. The present study is a result of one two-year long process-oriented supervision programme for nurses, led by the authors. The method in this study consisted of semi-structured interviews of 10 nurses joining the programme. The main questions in the interviews concerned; a) what knowledge they had acquired through the programme; b) if the programme had contributed to their understanding of others' feelings and reactions and; c) whether the programme had influenced their cooperation with others. The main conclusion from the interviews was that the programme had given them more courage and a more pronounced experience of support from colleagues. It was also found that the programme had improved their sense of professionalism and their self-image. These results point to the value of offering nurses possibilities for supervision, giving opportunities for both personal and professional development and thus preventing burn-outs.

Burnout, Professional↗
PubMed1999

Mood and general behavior of patients with severe dementia during one year of supervised, individualized planned care and systematic clinical supervision. Comparison with a similar control group.

The aim of this study was to evaluate the effects of one year of systematic clinical supervision, and supervised individually planned care on the mood and general behavior of patients with dementia in relation to their cognitive function and level of confusion. The intervention was carried out in a ward devoted to the care of patients with severe dementia (EW), with a similar ward (CW) where no changes were made serving as a control. Each ward housed 11 patients, of whom 7 patients in each ward survived throughout the study time. Assessment of the patients' mood, general behavior, cognitive functions (MMSE), orientation and confusion (OBS) was made at baseline, and after 6 and 12 months of intervention. Significant deteriorations for the patients in CW were seen during the study period as regards the factor strength, functional performance and orientation in the ward, and speech performance and psychomotor slowing. For the patients in the EW, deterioration was seen only in the factor accessibility, and improvement was seen in the factor sensitivity and euphoria. The differences indicated that the development in the two wards went in opposite directions to the benefit of the patients in the EW. Because of the small sample size, the findings are more the result of a pilot trial, rather than generalizable. The intervention, however, seemed to have a positive effect on the secondary symptoms of the disease.

Affect↗
PubMed2001

Thrice-weekly supervised dosing with the combination buprenorphine-naloxone tablet is preferred to daily supervised dosing by opioid-dependent humans.

A sublingual tablet formulation of buprenorphine combining 8 mg of buprenorphine with 2 mg of naloxone is being targeted for use in settings where less than daily dosing strategies and/or prescription-based dispensing will likely be employed. This study determined patient preferences for, and clinical outcomes during, daily and 3-day per week supervised dosing schedules using the combination tablet. Twenty-four opioid-dependent subjects completing a 16-day baseline entered an outpatient triple crossover trial. Twenty-one days of daily dosing were compared to two different 21-day periods of 3-day per week supervised dosing: a 3-day per week clinic schedule and a 3-day per week take-home schedule in which tablets were provided to subjects to take at home on days between clinic visits. Thirteen patients completed the study. Significantly more doses were ingested under the 3-day per week schedules. Illicit drug use did not differ across conditions and 45% of urine samples tested positive for illicit opioids. Subjects 'liked' both 3-day per week schedules more than the daily schedule, and ratings of feeling 'good' were higher for the 3-day take-home as opposed to 3-day clinic condition. Almost all subjects (91%) rated 3-day take-home as the most preferred schedule. Overall, reducing clinic attendance improved medication compliance and increased client satisfaction without impacting illicit drug use.

Adult↗
PubMed2001

The effects of clinical supervision on the quality of care: examining the results of team supervision.

AIM(S) OF THE STUDY: This study is part of a larger research project (1995-1998) aiming at quality improvement by means of clinical supervision (CS). The purpose of the study is to ascertain the conceptions of five ward teams having CS of its effects on the quality of care. BACKGROUND: The quality of nursing care has been debated since at least the 1980s. An extensive literature and research reports describe a variety of interventions and methods to improve the quality of care. One of the interventions is CS. However, the amount of empirical research exploring the effects of CS especially on the quality of care is limited. METHOD: Data were collected using group interviews and analysed using the method of phenomenography. FINDINGS: The following categories describing the conceptions related to CS and to the quality of care emerged: knowledge, change and 'I and we as providers of quality'. Conceptions of the effects varied between and within the teams and sometimes contradicted each other. The importance of knowledge was underlined on three of the five wards. The patient's point of view emerged only on one ward. CONCLUSIONS: It can be concluded that CS has effects on the quality of care and it can be considered a quality improving intervention in nursing practice. However, the knowledge of the different conceptions produced in this study also gives proof that team supervision is a challenge for supervisors.

Attitude of Health Personnel↗
PubMedDate not supplied

Supervised interpretation of echocardiograms with a psychological model of expert supervision.

We have developed a collaborative scheme that facilitates active human supervision of the binary segmentation of an echocardiogram. The scheme complements the reliability of a human expert with the precision of segmentation algorithms. In the developed system, an expert user compares the computer generated segmentation with the original image in a user friendly graphics environment, and interactively indicates the incorrectly classified regions either by pointing or by circling. The precise boundaries of the indicated regions are computed by studying original image properties at that region, and a human visual attention distribution map obtained from the published psychological and psychophysical research. We use the developed system to extract contours of heart chambers from a sequence of two dimensional echocardiograms. We are currently extending this method to incorporate a richer set of inputs from the human supervisor, to facilitate multi-classification of image regions depending on their functionality. We are integrating into our system the knowledge related constraints that cardiologists use, to improve the capabilities of our existing system. This extension involves developing a psychological model of expert reasoning, functional and relational models of typical views in echocardiograms, and corresponding interface modifications to map the suggested actions to image processing algorithms.

Algorithms↗
PubMedDate not supplied

A study of supervised practice from the perspective of the supervisor and the supervised.

This is the ASORN Edna Ashy Award Winning Project for 2002. Ms. Stringer has a long and varied career in ophthalmic nursing, working both as a clinical specialist and an educator. Currently she functions as an educator and nurse practitioner for the University of Sheffield. She performs clinical duties in the ophthalmic casualty department and teaches the remainder of the week. Her academic interest include, the development of ophthalmic nursing practice as a specialty, practice supervision models and applying research-based data to daily practice patterns. Her qualifications include, Ophthalmic Nursing Diploma (OND), Registered Nurse (RN), BA)hons, and MA(ed), Masters in Education.

Humans↗