Cognitive therapy supervision as a framework for clinical supervision in nursing: using structure to guide discovery

Abstract

Cognitive therapy supervision as a framework for clinical supervision in nursing: using structure to guide discovery Cognitive therapy has an undisputed evidence base upon which its clinical application flourishes. This approach is now a well-recognized and widely adopted method used in the treatment of a diversity of psychological problems. More recently, prominent innovators of this psychotherapy have devised a framework to guide the clinical supervision of cognitive therapists. In keeping with its therapeutic application, the cognitive therapy framework for supervision is focused, structured, educational and collaborative. It serves to enhance the therapeutic proficiency of the cognitive therapist. In contrast, the supervision models reported in the recent nursing literature are less precise in their mission and when evaluated their contribution to nursing is shown to be dubious. Following an overview of the supervision models commonly cited in the nursing literature, a more focused comment on the evaluative research concerning Proctor's three-function interactive model will be offered. It is suggested that the unconvincing research findings may be related to the conceptual muddle surrounding clinical supervision, and the expectation for clinical supervision to deliver more than an opportunity for the progression of our therapeutic integrity. From this, a cognitive therapy supervision framework is described and suggested by the authors as a structure from which supervisors can guide discovery.

Finding a way forward: A literature review on the current debates around clinical supervision

“…There are a plethora of clinical supervision models within the nursing literature but few of them are well defi ned (Buus & Gonge, 2009;Fowler, 1996;Sloan, White, & Coit, 2000). Proctor's model is becoming widely utilised within the nursing research.…”

“…Proctor's model is becoming widely utilised within the nursing research. Despite its increasing popularity, there is criticism that perhaps this model is too imprecise, failing to identify interventions appropriate to each domain (Sloan et al, 2000). The clinical supervision literature is criticised for lack of clarity related to what is provided in clinical supervision (Sloan et al, 2000;Yegdich, 1998).…”

Towards a Consensus of a Competency Framework for Clinical Supervision in Nursing: Knowledge, Attitudes, and Skills

“…In nursing's adoption of this model, the formative function is concerned with skills development and increasing the supervisee's knowledge; the normative function concentrates on managerial issues including the maintenance of professional standards; and the restorative function is focused on providing support in an attempt to alleviate the stress evoked by doing nursing work. While the original description of the threefunction interactive model (Proctor, 1987) did not provide any guidance on how a supervisor might operate when working within any of its three functions (Sloan, White, & Coit, 2000), the Supervision Alliance model (Proctor, 2001(Proctor, , 2010 clarifies how supervisors might provide helpful responses when guided by this framework and what knowledge, attitudes, and skills are required. Proctor (2001) highlighted that the supervisor is required to hold (possess) certain values (attitudes).…”

“…While skills and knowledge identified by these authors have subsections, it appears that qualities do not. Another framework taken from psychotherapy and adapted for nursing is the cognitive therapy supervision model (Todd & Freshwater, 1999;Sloan et al, 2000;Sloan, 2006Sloan, , 2007. This framework differentiates between modes and foci (Padesky, 1996).…”

Examining clinical supervision as a mechanism for changes in practice: a research protocol

“…However, there is debate around the evidence that clinical supervision benefits Health Professionals or patients (Fowler , Sloan et al . , Spence et al . , Mannix et al .…”