Empirical Support and Considerations for Social Work Supervision of Students in Alternative Placement Models

Cleak, Helen; Zuchowski, Ines

doi:10.1007/s10615-018-0692-3

Cited by 27 publications

(15 citation statements)

References 50 publications

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“…Issues regarding health service staff attitude were noted by the student nurses, including feelings that some of the staff treated them as a burden and were rude. Students on placement may be seen as an additional burden for time-poor supervising staff; hence, they are expected to be an extra set of working hands and cannot be seen as idle (Cleak & Zuchowski, 2019;van de Mortel et al, 2020). This negative attitude toward placement students has been identified in previous nurse education research, where students were not treated respectfully, and staff culture was poor (Carrigan, 2012;Ryan et al, 2018).…”

Section: Reid Et Almentioning

confidence: 99%

‘We thought we would just be following the district nurse around’: Innovation in Australian student nursing placements in rural primary health care.

Reid

Kelly

Stanbrook³

et al. 2021

JPNEP

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To understand primary health care practice, student nurse education requires opportunities to engage in authentic, person-in-environment interaction. This paper reviews an innovative student nurse placement model developed in rural Australia through a multidisciplinary partnership between a rural health service, a university, and the state governmental Department of Education and Training. Semi-structured interviews were conducted with a purposive sample of 12 student nurses at placement completion. Themes drawn out of the data collected were grounded in the participants’ opinions and experiences. The interview findings were grouped into six themes surrounding: (1) placement model, (2) identity, (3) autonomy, (4) interpersonal skills, (5) primary care, and (6) young people. Overall, student nurses gave positive feedback about the placement model and felt the experience contributed to their professional identity and autonomy as they transition to graduate roles. They self-reported strong indications that learning about the nuances and complexity of primary health care contributed to their practice skills. Investing in placement models such as the one presented in this paper is important to build capacity in the nursing workforce. Enabling an adaptable, responsive nursing profession is a critical area for further nurse education research and evaluation.

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Section: Reid Et Almentioning

confidence: 99%

‘We thought we would just be following the district nurse around’: Innovation in Australian student nursing placements in rural primary health care.

Reid

Kelly

Stanbrook³

et al. 2021

JPNEP

View full text Add to dashboard Cite

show abstract

“…However, it has its regional features. The main problem with supervision in Australia, as well as in many Western countries, is the lack of sufficient observation space for students (Cleak, & Zuchowski, 2019). Therefore, governments are forced to look for alternative models of supervision.…”

Section: Regional Issues Of Supervision In Education and Practicementioning

confidence: 99%

Supervision Support of Practical Training of Social Work Specialists: Polish Experience

Benera¹,

Shevchenko

Kolyadenko

et al. 2021

RREM

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The article deals with the specifics of supervisory support for practical training of social workers in Poland. The international relevance of the research lies in the need to study the experience of implementing such support in the countries with relatively young democracies (post-Soviet republics). This experience can be useful for developing countries which strive to create their models of social supervision using the leading European experience. The article proves that supervisors, individually creating their professional roles in social care centers and non-governmental organizations, create the basis for a new professional environment - the environment of social work managers in Poland. According to the results of the research, the tendencies of supervisory support of the departments of social work on the practical training of social workers in Poland are traced: compliance with the pan-European orientation to the early special training of all social specialists; bilateral connection between the development of the scientific school of social work and the system of professional training; training of a social worker in church educational institutions; decentralization of vocational training management; rapid response of the system to changes in the social nature, the demands of the regional labor market. The article reveals the disadvantages of the Polish model of supervisory support, which has not yet adjusted to the final Western European trends and is on the path to development.

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“…In most countries, a qualified social worker who works in the placement agency teaches, supports, and mentors students as they learn to apply theory to practice, function in an agency setting and develop professional competence (Asakura & Maurer, 2018;Bogo & Sewell, 2018;Finch & Poletti, 2013;Kadushin & Harkness, 2014). Since these services are offered within an organizational context, field supervisors are accountable to the agency and its clients for the service provided (Cleak & Zuchowski, 2019;Hay et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

A Psychoanalytic Perspective on Supervision in Field Education: Reflective and Containment Space for Supervision Interns

Harel¹

2021

Brit J Psychotherapy

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This paper describes two supervision groups of supervisor-interns undergoing training as supervisors, based on psychoanalytic supervisory principles, within the academic setting of a school of social work. The author focuses on the challenge of creating reflective and containment space, given the importance of such space for the supervisor-interns' learning and development in the context of the social construction of practice. Participants' descriptions, at their weekly supervision group meetings, of the supervisory process, are combined with vignettes and narratives of their experiences as supervisor-interns. Those experiences, under the author's tutelage as supervision group leader, were analysed through mirroring and interpreting the unconscious conflicts of a presented patient, the superviseeÀpatient relationship, or the process in the supervisory situation itself through the stimulus of the unconscious of group members manifesting in the verbalization of ideas. The supervision groups enabled associative thinking and dreaming as participants processed unconscious experiences, unconscious identifications, and communications derived from clinical materials. The relevance of these processes to teaching and learning supervision is discussed, and their usefulness for conceptualizing professional growth and creativity is demonstrated.

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Empirical Support and Considerations for Social Work Supervision of Students in Alternative Placement Models

Cited by 27 publications

References 50 publications

‘We thought we would just be following the district nurse around’: Innovation in Australian student nursing placements in rural primary health care.

‘We thought we would just be following the district nurse around’: Innovation in Australian student nursing placements in rural primary health care.

Supervision Support of Practical Training of Social Work Specialists: Polish Experience

A Psychoanalytic Perspective on Supervision in Field Education: Reflective and Containment Space for Supervision Interns

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