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Žorga, Sonja; Dekleva, Bojan; Kobolt, Alenka

doi:10.1023/a:1010642829067

Cited by 12 publications

(2 citation statements)

References 5 publications

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“…As a result, some literature that would have met the inclusion criteria was not identified until after the scoping review had been completed. Some of these newer sources were cited extensively in the introduction of the article, including: Akhurst and Kelly, 2006;Borders, 1991;Bussey-Jones et al, 2006;Counselman and Weber, 2004;Golia and McGovern, 2015;Thomasgard and Collins, 2003;and Žorga, et al, 2001. Had this literature been identified earlier it would have contributed to the evidence table and map of supervision competencies.…”

Section: Limitationsmentioning

confidence: 99%

“…Benefits of peer supervision in health care include professional enculturation, the process in which one learns the ways and norms of the profession, and professional development (Borders, 1991). Peer supervision may provide an avenue to model and practice both supervision and clinical skills (Akhurst & Kelly, 2006;Borders, 1991;Counselman & Weber, 2004;Golia & McGovern, 2015;Thomasgard & Collins, 2003;Žorga, Dekleva, & Kobolt, 2001). Despite the purported benefits, peer supervision is under researched (Akhurst & Kelly, 2006;Borders, 1991;Bussey-Jones et al, 2006;de Oliveira, de Franca Carvalho, Cespedes, de Oliveira, & Le Sueur-Maluf, 2015;Golia & McGovern, 2015;Lord et al, 2012;Thomasgard & Collins, 2003).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Towards Identifying Peer Supervision Competencies for Graduate-level Occupational Therapy Students: A Scoping Review

Murphy-Hagan¹,

Milton²

2019

JOTE

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In the occupational therapy (OT) profession, peer supervision groups are recommended for professional development, lessening attrition, and relieving stress. Peer supervision is under researched, thus competencies to support this practice are unknown. The purpose of this scoping review was to: (1) summarize the research knowledge around peer supervision to support evidence-based practice in OT, (2) map supervision competencies and key themes in the literature, and (3) isolate peer supervision competencies that may be especially relevant to graduate-level OT students. The long-term aim of this research is to develop a framework for evidence-based peer supervision training. Researchers investigated the question: What competencies related to peer supervision, supervision in OT clinical education, and supervision in allied health are relevant to the education of graduate-level OT students? Using a six-step methodological framework, a scoping review of empirical, conceptual, and grey literature was conducted. Studies relevant to peer supervision, supervision in OT clinical education, and supervision practices in allied health professions were searched and appraised, yielding 15 high quality studies. Competencies were extracted and mapped, resulting in the following OT peer supervision competencies: flexibility, professional enculturation, providing constructive feedback, psychosocial support, teaching, and clinical skill acquisition. Findings suggest OT peer supervision competencies center on skillful relationship abilities, as supervision skills are not innate, not dependent on clinical skill, and typically need to be taught. This study warrants the need for additional efforts around supervision practices.

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Section: Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Towards Identifying Peer Supervision Competencies for Graduate-level Occupational Therapy Students: A Scoping Review

Murphy-Hagan¹,

Milton²

2019

JOTE

View full text Add to dashboard Cite

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Peer Supervision for the Professional Development of School Counselors: Toward an Understanding of Terms and Findings

Wilkerson

2006

Couns Edu & Supervision

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Current literature indicates a discrepancy between school counselors' reported desires for clinical supervision and their actual participation. To bridge this gap, peer supervision has been suggested as a viable alternative. However, a lack of definitional clarity makes it difficult to distinguish this activity from both clinical supervision and peer consultation. In this article, a definition of peer supervision is synthesized. Existing models that fit the offered definition are presented, followed by an overview of the outcomes research in this area. Recommendations for future research are also presented.

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