The CCARE model of clinical supervision: Bridging the theory–practice gap

Baxter, Pamela

doi:10.1016/j.nepr.2006.06.007

Cited by 38 publications

(28 citation statements)

References 45 publications

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“…Rafferty (2000) uses a psychodynamic model to understand the process of supervision providing safety and encouragement by using Winnicott's concept of 'the good enough mother', and the process of 'holding' (safety), 'handling' (exposure) and 'object presenting' (exploration) in that the supervisee can test out new ways of working while feeling assured of support. Baxter (2006) identifies two types of supervision, direct and indirect. Direct supervision provides formalised teaching, counselling and feedback, while indirect supervision comes from role modelling, socialisation, incidental feedback and selfdirected reflection.…”

Section: Discussionmentioning

confidence: 99%

The provision of a mental health practitioner within a young people's substance misuse clinical team

Webb

Witham

Ford³

2012

Mental Health and Substance Use

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Evidence suggests that substance misuse service practitioners attempt to work with dual diagnosis patients but lack the skills and knowledge to address both health problems. This study explores the impact of placing a mental health consultant within a substance misuse community team on knowledge, confidence and willingness to work with dual diagnosis patients. A participant action research method was used to explore the role and effect of the mental health consultant on the effectiveness of the practitioners' work with dual diagnosis patients. The presence of the mental health specialist demonstrated increased confidence, willingness and ability to work effectively with dual diagnosis patients accessing the service. The conditions required for success for this type of service provision is discussed. The accessibility of the consultant via clinical supervision and training impacted on the confidence of the practitioners and increased the level of complexity at which the practitioners were prepared to work with this client group. It is suggested that this supervisory role could model approaches to joint-working between mental health and substance misuse services for better management of dual diagnosis patients.

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Section: Discussionmentioning

confidence: 99%

The provision of a mental health practitioner within a young people's substance misuse clinical team

Webb

Witham

Ford³

2012

Mental Health and Substance Use

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“…At the same time, faculty members spared some of their time to address other learning issues. The beginning and advanced student nurses be taught in small groups by one preceptor as this would enhance clinical teaching and learning [8].…”

Section: The Ratio Of Preceptors To Student Nursesmentioning

confidence: 99%

Perception of Preceptor and Student Nurse Partnership on Clinical Teaching and Learning

Kaniaru¹

2016

AJNS

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Preceptorship is a model of clinical training in which a qualified nurse, referred to as a preceptor, is assigned to one or a group of nursing students, for the purpose of facilitating learning in the clinical setting. This study was done in Maua Methodist {M. M. H (Meru County, Kenya)} and Preyspeterian Churches East Africa (P. C. E. A) Chogoria (Tharaka-Nthi County, Kenya) hospitals in Meru, Kenya and its main objective was to determine the perceived need for preceptor-student nurse partnership in nursing training institution. A sample size of one hundred (100) respondents was randomly selected from a target population of one hundred and eighty (180) preceptees, by use of convenient sampling method. Ten (10) preceptors were also selected conveniently to participate in the study. One hundred and ten (110) questionnaires were distributed out of which ninety nine (99) were received back {(ninety-one -91) from preceptees and eight (8) from preceptors)}. Both, qualitative and quantitative descriptive survey designs was utilized. Descriptive statistics were used to analyse the resultant data. Regarding to the importance of having preceptors, results showed that eighty five out of ninety {85/90 (94.44%)} of the student nurses agreed that they are important while three (33.33%) disagreed. Eight out of nine {8/9 (88.88%)} of the preceptors agreed on the importance of preceptorship while one {1/9 (11.11%)} was not sure. The reasons according to students why they need these preceptors included; provision of directions and guidelines (90%), supervision (79%), resolve clinical conflicts between them and staff nurses (76%) and to have a role model to emulate (83%). For the preceptors -to have a good working environment (78%) and to act as role model (56%). Hence the need for the student-preceptor partnership during students nurses training period.

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“…This kind of practice should make it possible to diffuse knowledge through the body and translate it into physical action. (Estrada, GuanHing, & Maravilla, 2015;C.-N. Tseng, Hsieh, Chen, & Lou, 2013) Furthermore , the clinical learning aspect of nursing education has long been considered as a key component which allows the nursing student to apply all of his theoretical knowledge in a clinical setting, to practice their skills, to increase their knowledge and to develop their professional identity (Kirkpatrick, Byrne, Martin, & Roth, 1991;Peyrovi, Yadavar-Nikravesh, Oskouie, & Berterö, 2005;Wills, 1997) Over the last few years, the nursing community has turned to a more research-grounded clinical practice (Baxter, 2007;Dadgaran, Parvizy, & Peyrovi, 2013;Estrada et al, 2015;Thomson, 1998), this however could not hide the ever so growing rift between nursing theory and nursing practice which has been highlighted by several studies over the years (Estrada et al, 2015;Gallagher, 2004;Khairulnissa & Salima, 2011;Landers, 2000)The goal of most nursing teaching programs especially that of the Tunisian nursing facilities is to supposedly use the complementarity between theory and practice in 3 years teaching program to form a well-balanced nurse (Higher institute of nursing science of Tunis, 2008) But it has also been made clear through servals studies that new nurse graduates find it at times extremely difficult to apply the theoretical concepts acquired during theirs initial nursing bachelor degree education (Estrada et al, 2015;Khairulnissa & Salima, 2011;Wolff, Pesut, & Regan, 2010)Nursing students are often faced with the dilemma of the contradiction they find between the theoretical courses and lessons they receive in class and the application of that knowledge in the hospital setting (Le Helloco-Moy, 2011). This fact is reflected in the difficulties of assimilation of the knowledge taught and the skills transmitted to the students (Westin, Sundler, & Berglund, 2015) This phenomenon is aggravated by the fact that in some countries like the Philippines, nursing graduates can immediately apply for and pass the nursing licensure examination and enter the clinical practice as licensed nurses within weeks after graduation (Estrada et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Exploration of the Gap between Theory and Practice in Tunisia Nurse Education System: A Cross-Sectional Descriptive Study with a Focus on Hand Hygiene

Bouchlaghem¹,

Mansouri²

2018

IJN

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The theory/practice gap has long been highlighted as one of the biggest problems hindering the advancement of nurse sciences and nursing students. This problem however has never been explored nor proved to be present within the Tunisian nurse bachelor degree. Thus we aim to explore the existence of this gap in the Tunisian nurse education program through the technique of simple hand washing.This study is a cross-sectional descriptive study, recruiting cohort of randomly chosen nurses (n=70), over the span of 6 months. Both a survey questionnaire and an observation grid were used, one was to test the nurse's knowledge of the simple hand washing technique the other to evaluate the execution of the technique.Only 10% of our population were able to correctly name the different recommended steps needed to execute the technique in question. Only 8.6% were able to successfully answer the entire survey questionnaire. 67.1 % of the observed nurses failed to execute the technique in accordance with the recommendations for it .Our study proved the existence of the theory/practice gap within in the curriculum of the high institute of nursing of Tunis, at least when it comes to hand hygiene, which calls for further examination of the problem and immediate intervention.

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The CCARE model of clinical supervision: Bridging the theory–practice gap

Cited by 38 publications

References 45 publications

The provision of a mental health practitioner within a young people's substance misuse clinical team

The provision of a mental health practitioner within a young people's substance misuse clinical team

Perception of Preceptor and Student Nurse Partnership on Clinical Teaching and Learning

Exploration of the Gap between Theory and Practice in Tunisia Nurse Education System: A Cross-Sectional Descriptive Study with a Focus on Hand Hygiene

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