The Influence of Clinical Supervision on Nurses’ Moral Decision Making

Abstract

The aim of this study was to investigate the influence of clinical supervision on nurses' moral decision making. The sample consisted of 15 registered nurses who took part in clinical supervision sessions. Data were obtained from interviews and analysed by a hermeneutic transformative process. The hermeneutic interpretation revealed four themes: increased self-assurance, an increased ability to support the patient, an increased ability to be in a relationship with the patient, and an increased ability to take responsibility. In conclusion, it seems that clinical supervision enhances nurses' ability to provide care on the basis of their decision making. However, the qualitative and structural aspects of clinical supervision have to be investigated further in order to develop professional insight into the way that nurses think and react.

Evaluation of the concept of supervision related to public health nurses in Norway

“…The outcomes are described in the analysed papers as increased self‐assurance (Berggren & Severinsson 2000*), increased professional competence and job satisfaction (Fowler 1996*, Severinsson & Hallberg 1996*, Goorapah 1997*, Porter 1997*, Cutcliffe et al. 1998b*, Enarsson 1998*, Severinsson 1999*, 2001*, Sloan 1999*, Yegdich 1999*, Berggren & Severinsson 2000*). Increased ability to support clients, to maintain a relationship and take responsibility are reported outcomes as well (Berggren & Severinsson 2000*).…”

“…1998b*, Enarsson 1998*, Severinsson 1999*, 2001*, Sloan 1999*, Yegdich 1999*, Berggren & Severinsson 2000*). Increased ability to support clients, to maintain a relationship and take responsibility are reported outcomes as well (Berggren & Severinsson 2000*). The overall aim of clinical supervision is to improve care (Goorapah 1997*, Severinsson & Borgenhammar 1997*, Enarsson 1998*, Hyrkäs et al.…”

“…When characterizing what is going on when conducting supervision, the concept of relationship is obvious as well. The relationship is characterized by concepts such as challenging, confronting and client‐centred or related to practise (Fowler 1996*, Porter 1997*, Cutcliffe & Burns 1998*, Jones 1998*, Playle & Mullarkey 1998*, Sloan 1999*, Berggren & Severinsson 2000*), and confidence and trust (Cutcliffe & Burns 1998*, Severinsson 2001*). Several authors use the concept of ‘support’ when characterizing supervision (Severinsson 1996*, Cutcliffe & Burns 1998*, Jones 1998*, Playle & Mullarkey 1998*, Williamson & Dodds 1999*), indicating that there is a relationship.…”

“…Dialogue seemingly plays an important role in supervision (Severinsson 1996*, 1999*, 2001*, Severinsson & Hallberg 1996*, Porter 1997*, Severinsson & Borgenhammar 1997*, Cutcliffe & Burns 1998*, Jones 1998*, Todd & Freshwater 1999*, Berggren & Severinsson 2000*). What is going on between the supervisor and the supervisee(s) goes on by means of dialogue.…”

“…What is going on between the supervisor and the supervisee(s) goes on by means of dialogue. Berggren and Severinsson (2000)* characterize what is going on as an invitation to share thoughts and feelings, active reflection and dialogue. The supervisor asks questions or as stated above, challenges, confronts, supports, enables or helps the supervisee(s) to reflect upon her or her own thoughts, opinions, knowledge (tacit or articulated) and experiences of providing care.…”