The observed impact of training on competence in clinical supervision

Milne, Derek; James, Ian A.

doi:10.1348/014466502163796

Cited by 113 publications

(85 citation statements)

References 25 publications

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“…Although Milne and Westerman (2001), and Milne and James (2002) tested Kolb's (1984) model, finding some support for his emphasis on emotional processing as a necessary condition for learning, such general models may not reflect current understanding. This is because emotions within the supervision process are now starting to receive more recognition from researchers (Macdonald, 2002), so Kolb's (1984) account may require updating.…”

Section: Introductionmentioning

confidence: 89%

Getting to the Heart of Clinical Supervision: A Theoretical Review of the Role of Emotions in Professional Development

Lombardo

Milne

Proctor

2009

Behav. Cogn. Psychother.

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Background:The importance of supervision is increasingly recognized, yet it remains little understood, impairing research and practice. Specifically, the CBT supervision model provides a relatively "heartless" account of professional development, which may undermine its effectiveness. Method: A theoretical review of emotions in supervision and learning is provided, to summarize relevant theoretical and empirical literature. The objectives are to clarify the role of emotions in CBT supervision, and to use this understanding to outline an emotionally-attuned model, illustrating its application to two critical aspects of CBT supervision (the development of a learning alliance and enhancing professional competence). Conclusion:The reviewed literature (theory and research evidence) supports the explicit and systematic incorporation of emotions into CBT supervision. Conceptually, this can be achieved by integrating Lazarus's (1991) general theory of emotion with the CBT model. The illustrations of this augmented model indicate its value in understanding and managing both the "rupture-repair" cycle that can affect the supervisory alliance, and the "deskillingdevelopment" pattern that appears to be necessary for the acquisition of competence. We propose that CBT supervision might usefully be guided by our expanded model, as this affords greater internal consistency and may be more effective educationally.

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Section: Introductionmentioning

confidence: 89%

Getting to the Heart of Clinical Supervision: A Theoretical Review of the Role of Emotions in Professional Development

Lombardo

Milne

Proctor

2009

Behav. Cogn. Psychother.

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“…It has influences from experiential learning (Milne & James, 2002), constructivism (Ibrahim, 2013), team learning (Gillespie, 2012), and the principle of life-long learning. Likewise, the practices of supervision are manifold, especially in the field of education and teaching (cf., Falender, Burnes, & Ellis, 2012).…”

Section: Supervision In the Field Of Educationmentioning

confidence: 99%

“…Supervision has an established position as a well-known and widely-applied method in health care and nursing internationally (e.g., Brunero & Stein-Parbury, 2008;Milne & James, 2002). It has long roots in education and teaching, too, although the method has been less used.…”

Section: Introductionmentioning

confidence: 99%

The Principles and Practices of Supervision That Supports the Development of Inclusive Teacherhood

Alila

Uusiautti

Määttä

2016

JEL

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In this study, the purpose was to study what kind of supervision supports inclusive teacherhood the best. Inclusive teacherhood means a teacher's professional development and the school culture's change toward participatory school for all students. The study investigated the perceptions of supervisors with a teaching background. This was a qualitative research in which the data were obtained using the focus-group interview method. The interviews were conducted in five places in Finland. The analysis involved a combination of phenomenography, particularly the application called the variation theory, and the classic analysis of the focus-group research method. According to the findings, supervision that supports inclusive teacherhood can be viewed from two wide perspectives that represent its special features. They are the principles of supervision and the practical execution and special methods of supervision that differ from other mentoring forms. The principles of supervision are awareness of similar methods, careful planning of supervision, regularity, and long-term duration. The special practices of supervision are varied methods, attention to the supervisees' needs, and appreciation of the supervision process. At its best, supervision supports inclusive teacherhood by supporting and empowering teachers' in their work.

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“…The initial supervisee training is recognised by key stakeholders, managers and educationalists alike, as an important requirement for the success of clinical supervision in practice [6,17,27] . However, the introduction of clinical supervisee training takes place following qualification once the newly qualified nurse is employed in clinical practice.…”

Section: Development Of the Clinical Supervision Trainingmentioning

confidence: 99%

Development of a multi-media book for clinical super- vision training in an undergraduate nursing programme

McColgan

2012

JNEP

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There is an increased interest in higher education in the use of e-learning resources for students. This can be attributed to many factors including, the availability of advanced technology systems, a growing student population that is technology focused, financial implications and the recruitment of international students. However, the introduction of technology and e-learning into teaching has given rise to issues regarding quality and quantity of educational practice. The challenge now is for educationalists is to deliver an optimal learning experience that is effective and appropriate for students' learning needs.

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The observed impact of training on competence in clinical supervision

Abstract: Competence in supervision appears to require training. The present methodology affords a promising approach to developing and analysing the effectiveness of supervision.

Cited by 113 publications

References 25 publications

Getting to the Heart of Clinical Supervision: A Theoretical Review of the Role of Emotions in Professional Development

Getting to the Heart of Clinical Supervision: A Theoretical Review of the Role of Emotions in Professional Development

The Principles and Practices of Supervision That Supports the Development of Inclusive Teacherhood

Development of a multi-media book for clinical super- vision training in an undergraduate nursing programme

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