Towards a Consensus of a Competency Framework for Clinical Supervision in Nursing: Knowledge, Attitudes, and Skills

Cutcliffe, John R.; Sloan, Graham

doi:10.1080/07325223.2014.981494

Cited by 15 publications

(13 citation statements)

References 39 publications

(35 reference statements)

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“…Additionally, a green functional positioning strategy indicates that brands have essential resources and capabilities to alleviate environmental degradation with their large investments in green innovations (Hartmann et al, 2015). According to the knowledge-attitude-skill model, competence consists of three major components: cognitive skill, regarded as internal knowledge; emotional skill, regarded as an implicit attitude; and physical skill (Cutcliffe and Sloan, 2014). As a result, green brands under functional positioning strategies are more likely to be stereotyped as competent brands, which can result in significant environmental performance.…”

Section: Brand Stereotypesmentioning

confidence: 99%

Green branding effects on consumer response: examining a brand stereotype-based mechanism

Peverelli

Shouliang

Sheng

et al. 2020

JPBM

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Purpose This study aims to develop a comprehensive conceptual framework to investigate how green brand positioning strategies positively impact consumer response. It focusses on uncovering the causal mechanism in which such effect is mediated by brand stereotypes. Additionally, it outlines the moderating role of construal level in this formation process. Design/methodology/approach Three experimental studies were conducted to examine the hypotheses. Study 1 tests the positive influence of green brand positioning on consumer response. Study 2 tests the dual mediating effect of warmth and competence in the relationship between green brand positioning and consumer response. Study 3 further examines the moderating role of construal level in the effects of green brand positioning on brand stereotypes. Findings The findings reveal that green emotional positioning strategies are predominantly stereotyped as warm while green functional positioning strategies are predominantly stereotyped as competent. Both warm and competent mediate the effects of green brand positioning on consumer response. Furthermore, a congruency between green emotional positioning and high-level construal, as well as the match between green functional positioning and low-level construal, leads to more warmth and competence perception. Originality/value This study contributes to green brand management literature by proposing a brand stereotype-based mechanism to explain how green brand positioning strategies trigger consumers’ stereotyping process, leading to positive consumer response. This study also identifies the construal level as a moderating variable that impacts consumers’ warmth and competence perceptions towards two kinds of green brand positioning strategies. Managerially, the findings of this study provide managerial ideas for developing green branding strategies.

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Section: Brand Stereotypesmentioning

confidence: 99%

Green branding effects on consumer response: examining a brand stereotype-based mechanism

Peverelli

Shouliang

Sheng

et al. 2020

JPBM

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“…A Knowledge, Skill, and Attitude framework (KAS) was adopted using the concepts posited by Bloom et al and Cutcliffe and Sloan that competency of a nurse to deliver care is dependent on the acquired cognitive or affective knowledge that affects the attitude in translating skills. Knowledge is defined as having the know‐how and using all or some this knowledge on ORPI prevention and management when providing the standard of care .…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Operating room nurses' self‐reported knowledge and attitude on perioperative pressure injury

Khong

Goh

Phang

et al. 2020

International Wound Journal

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Surgical patients are at risk of developing a perioperative pressure injury (ORPI) during surgery. Accurate assessment and prompt implementation of prevention strategies or treatment of ORPI are dependent on knowledge and skills of operating room (OR) nurses. The study examined the knowledge and attitude of OR nurses in identifying at‐risk patients. A cross‐sectional, prospective, descriptive study was adopted. OR nurses were invited to complete the survey using the attitude towards pressure ulcer prevention instrument (Cronbach α of 0.79) and pressure ulcer knowledge assessment tool (Cronbach α of 0.77). Approximately, 28% of OR nurses took part in the survey. Most of them were females (99%) with a mean age of 38.4 ± 12.9 years old. Of these, 73% of the nurses described not having adequate experience in preventing ORPI, and 88% of them were uncertain about the treatment strategies. The mean overall knowledge score was 47.8 ± 9.1% for this cohort. The study demonstrated that approximately 8.9% of OR nurses passed with a score ≥ 60% for knowledge. The mean overall attitude score was 74.6 ± 6.1% for this cohort. About 35.6% of these nurses gave positive scores of greater than 75% for attitudes. The knowledge scores have no relationship with the working experience, role responsibility, academic qualification, ethnicity, nationality, and gender except for age 35 years older or equal and younger. Still, both the knowledge and attitude scores obtained have a strong relationship with the nurses' experiences with PI prevention. Personal competency to prevent PI has a strong correlation with risk identifying and preventing PI. There are strong associations between being responsible for PI development and the knowledge on risk identification and prevention of PI. The attitude regarding the prioritisation of PI prevention is also strongly correlated to the nurses' knowledge in preventing PI. Positive attitudes of OR nurses have no relationship with the overall knowledge scores. The prevention of ORPI is not on the list of priorities among OR nurses. The knowledge of preventive measures and risk identification of PI was limited among local OR nurses. Incorporating a standard screening and assessment tool within the current assessment list will support and promote ORPI risk assessment and continuous assessment. Contextualised education on ORPI prevention and management should be considered part of the training for OR nurses.

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“…Furthermore, when it comes to evidence about supervision practice and “what works”, Kilminster and Jolly (2000) claimed that little research has been done, and they argued for a research focus on quality of course content and design. However, according to a later review study by Cutcliffe and Sloan (2014) focusing on clinical supervision, there seems to be a common agreement about the existence of specific knowledge, attitudes and skills related to supervision but no clarity about what these knowledge and skills consist of. Most of the reviewed texts also stated that clinical supervision constitutes a unique competence base.…”

Section: Introductionmentioning

confidence: 99%

“…Cutcliffe and Sloan (2014) conducted a review on knowledge, attitudes and skills in relation to competencies in supervision. They identified competences in supervision such as knowledge of the purpose of supervision; knowledge regarding the management, educative, and supportive functions; knowledge of structure and theoretical models and knowledge of relationships and working alliances.…”

Section: Introductionmentioning

confidence: 99%

In search for shared content and design in supervision training: a syllabus analysis in Sweden

Davidsson

Stigmar

2021

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PurposePrevious research has pointed to a lack of studies concerning supervision training courses. Consequently, the literature has little to suggest, and the research field is underexplored, so questions around the content and design of supervision training courses remain unanswered and need to be addressed systematically. The main aim of the present study is to explore and map whether shared content and design exist in supervisor training courses across different vocations.Design/methodology/approachA syllabus analysis is used in order to investigate characteristic features in supervisor training courses related to the professions of dentist, doctor, psychologist, police officer and teacher.FindingsThe results point to the existence of shared content in the different courses, such as an emphasis on learning and supervision theories, feedback, ethics, assessment and communication. Furthermore, the results conclude similarities in design of the courses, such as a problem-based approach, seminars, lectures and homework. Thus, there are common theoretical approaches to important supervisory competences.Practical implicationsOur results intend to offer possibilities to learn from different professions when improving supervisor training courses but may also constitute a starting point for developing a shared model of interprofessional supervisor competences. Furthermore, the results may support possible cooperation in interprofessional courses. This could include arranging interprofessional courses, where one part is shared for participants from the included professions and another part is profession-specific.Originality/valueWe seek to contribute to the research field of supervision at workplaces with knowledge and ideas about how to learn from different professions when developing and improving supervisor training courses.

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Towards a Consensus of a Competency Framework for Clinical Supervision in Nursing: Knowledge, Attitudes, and Skills

Cited by 15 publications

References 39 publications

Green branding effects on consumer response: examining a brand stereotype-based mechanism

Green branding effects on consumer response: examining a brand stereotype-based mechanism

Operating room nurses' self‐reported knowledge and attitude on perioperative pressure injury

In search for shared content and design in supervision training: a syllabus analysis in Sweden

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