Most Relevant Clinical Supervision Strategies In Nursing Practice

Abstract

Clinical supervision (CS) is a facilitator of professional development and quality of practice, promoting safety and protection of clients, through the adoption of targeted strategies. Portugal has been developing research aiming to design policies that support the implementation of CS based on partnerships between academic and practice nurses. This strategy empowers professionals with skills essential for professional development. The study aims to identify the most relevant CS strategies according to nurses' perspective. A quantitative and exploratory study was developed. Data were collected from questionnaires between May and October 2012. The convenience sample included 273 nurses working in hospitals (64.3%) and health care centers (35.7%) in Portugal, 83.2% were females, aged between 24-58 years. Nursing professional experience ranged between 1-36 years. The majority of the participants (87.5%) considered CS important to professional development. CS strategies relevance: reflective practice (45.8%); feedback (45.8%); observation (45.1%); continuing education (44,3%); support (41.8%); demonstration (40.7%); individual sessions (37.4%); self-supervision (37.0%); cases analysis with supervision (31.9%); analysis of nursing documentation (30.8%); group cases analysis (22.7%); group sessions (21.6%), reflexive report (16.5%); distance supervision: e-mail (7.7%), phone (7.7%) and skype® (4.0%). The participation of nurses in the design of CS policies is considered meaningful and highly relevant to nursing practice, empowering nurses with qualified skills and contributing to improve the quality of interventions. This research is a valuable input to the development and innovation in nursing, contributing to the design of CS policies based on strategies that nurses consider more appropriate and relevant to practice and professional development.

Relevance of indicators of clinical supervision strategies in nursing

“…It can be concluded that there is a high level of consensus in the indicators directed to reflexive processes, which is corroborated by some researchers who consider reflexive practice as an integral part of clinical supervision (3)(4) , making it essential to have specific training in this area (16) that includes in its plan strategies for developing the critical-reflexive capacity of the supervisee (17) . Nurses increasingly need to think critically and reflect on their actions to promoting and delivering quality health care so that they can be properly prepared and able to adapt to the constant changes in health contexts.…”

“…There were 14 strategies for clinical supervision in nursing selected (observation, demonstration, case analysis with the supervisee, feedback, support, critical-reflexive analysis of practices, reflexive report, group supervision sessions, nursing care documentation analysis, continuous training, Individual supervision sessions, self-supervision, group case analysis and distance supervision) identified in the literature and considered as relevant (4) , emerging the indicators for the basis for its construction from this exercise of analysis and exploration of each strategy and its defining characteristics. The questionnaire was analyzed by a group of 14 experts with experience and training in the clinical supervision area and Education Sciences to investigate the content validity.…”

“…Research carried out in the clinical nursing supervision area has shown a decisive influence on the quality and safety of care provided to patients (2) . In Portugal, an effort is made to explore the benefits of this process (3)(4)(5) . The Order of Nurses considers clinical supervision as a "... the formal process of monitoring professional practice, which aims to promote autonomous decision making, valuing the protection of the person and the safety of care, through reflection processes and analysis of clinical practice" (6:5) .…”

Clinical supervision coaching program for head nurses and its relation to their professional identity

“…Moreover, Abd El-Halem [30] and Fulton [31] had clarified the role of training in improving clinical supervision as their study results found a highly statistically significant improvement in nurses managers' supervision competencies and stated that the educational program was effective in improving their clinical supervision. A study conducted by Piresa [8] about most relevant clinical supervision strategies in nursing practice reported that continuing education is grounded on the training framework of clinical supervision and should be delineated in an integrative way in the supervision process, since this is well-thought-out of major relevance to nurses' professional practice. It also leads to the enhancement of skills, encourage self-training, research, innovation, acquisition of skills, competencies and knowledge, and favoring the improvement of self-autonomy.…”

“…[7] Clinical supervision facilitates professional development and quality of practice and promotes safety and protection of clients through the adoption of targeted strategies. [8] Nursing supervision is a process intended to improve the learning and performance of another with the direct intention of improving the supervisee's talent to initiate the highest quality of care. Many organizations feel that the most future task of them is clinical supervision.…”