Using the Major Formats of Clinical Supervision

Nelson, Mary Lee

doi:10.1002/9781118846360.ch13

Cited by 4 publications

(4 citation statements)

References 83 publications

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“…Nurses are key providers in primary healthcare comprising 60–80% of the total health system workforce and provide 90% of all healthcare services ( 19 , 20 ). They have an important role in helping solve present and future global health problems.…”

Section: Discussionmentioning

confidence: 99%

Development and Application of a Program for Reinforcing Global Health Competencies in University Nursing Students

Hwang

2020

Front. Public Health

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Purpose: With globalization, the importance of global health is being stressed. Although nurses are indispensable healthcare professionals, programs to develop nurses with global health competencies and relevant studies are rare. Accordingly, this study was designed to develop a program to increase global health competencies and global leadership in nursing students and test its effect. Methods: A single group pre-and post-test study design was used. A 13-weeks program was developed and implemented with 204 students. Data were analyzed using paired t-test. The program to promote global health competencies was designed to improve nursing students' knowledge of global health, global leadership, global health competencies, critical thinking ability, and student-student partnership. Results: Global health competencies (t = −19.96, p < 0.001), self-assessed global leadership (t = −7.67, p < 0.001), and critical thinking ability (t = −7.67, p < 0.001) all significantly increased. Discussion: The study findings of increased global health competencies and global leadership in nursing students after participation in the program indicated ways in which global health competencies of nurses need to be developed. Therefore, the following aspects should be considered. First, nursing educators should understand the need and importance of global health education and accordingly, current nursing curriculums should be revised to include courses about global health. A systematic course of studies about global health should be developed and implemented based on discussions among experts and researchers. Second, as future health care professionals, nursing students should take an interest in global health problems and recognize various issues that need to be solved beyond borders between countries. To develop global health competencies, various efforts and systematic curriculum revisions are necessary.

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Section: Discussionmentioning

confidence: 99%

Development and Application of a Program for Reinforcing Global Health Competencies in University Nursing Students

Hwang

2020

Front. Public Health

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“…In addition to supporting ongoing quality assurance, adherence ratings and qualitative comments from adherence raters provided valuable insights into areas where new cotherapist dyads required additional clinical supervision. The benefits of video-recorded sessions in clinical supervision have been well documented (American Psychological Association, 2015;Haggerty & Hilsenroth, 2011;Huhra et al, 2008;Nelson, 2014). Reviewing video-recorded sessions allowed supervisors to more objectively assess therapists' skills than they might through a supervision discussion or review of session notes; it also provided therapists with opportunities for selfreview and reflection, and to more objectively identify their own skills and areas for improvement (Alpert, 1996).…”

Section: Discussionmentioning

confidence: 99%

Scaling Up: Multisite Open-Label Clinical Trials of MDMA-Assisted Therapy for Severe Posttraumatic Stress Disorder

Lin

Bedrosian

Coker

et al. 2021

Journal of Humanistic Psychology

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Background: Posttraumatic stress disorder (PTSD) is a debilitating mental health condition associated with serious adverse health outcomes and functional impairment. Previous MDMA–assisted therapy (MDMA-AT) studies have shown promising results in single site studies. Two open-label studies tested this modality in multisite clinical trials to assess the feasibility of scaling this manualized therapy across 14 North American sites. Method: Cotherapist dyads were trained in the manualized MDMA-AT protocol and administered three experimental sessions 3 to 5 weeks apart among participants with severe PTSD. Cotherapist dyads were provided clinical supervision and evaluated for protocol adherence by centralized raters. Clinician-Administered PTSD Scale for DSM-5 (CAPS-5) assessed change in symptoms severity. Results: Adherence rating scores were high across cotherapist dyads ( M = 95.08%, SD = 3.70%) and sites ( M = 95.23%, SD = 2.20%). CAPS-5 scores decreased following 3 MDMA-AT sessions at 18 weeks post baseline (Δ M = −29.99, Δ SD = 13.45, p < .0001, n = 37, Cohen’s d = 2.2, confidence interval [1.97, 2.47]). MDMA was well tolerated. Conclusions: These findings corroborate previous results that MDMA-AT can achieve significant improvements in PTSD symptom severity and demonstrate scalability of manualized therapy across clinic sites in the United States and Canada.

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“…The most common approach to collecting information from trainees’ encounters with clients is trainee self-report (Nelson, 2014). However, relying on subjective report alone can be problematic for a number of reasons.…”

Section: Observation Methods In Supervisionmentioning

confidence: 99%

Bug-in-the-eye supervision: A critical review.

Vezer

2021

Training and Education in Professional Psychology

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An important part of clinical supervision is the manner in which supervisors obtain information about what happens in trainees' treatment sessions. Research has shown that direct observation of sessions is more effective than relying on subjective report alone, and that live observation with concurrent feedback is most effective. However, feedback can also be disruptive. Bug-in-the-eye (BITE) technology was developed to enable supervisors to provide live feedback to trainees in a minimally disruptive manner by observing treatment sessions via live video feed or one-way mirror and discreetly transmitting brief messages via a computer monitor that is visible only to the trainee. In addition to being less disruptive, this format may have positive effects on trainees, clients, and the treatment process. The purpose of this article is to review all relevant studies that have investigated BITE in the context of supervision of psychotherapy. Seven studies were identified, all of which showed BITE to be acceptable, useful, undisruptive, and undamaging to the therapeutic alliance. Some of the studies found that BITE was associated with a stronger alliance, greater trainee adherence, and greater clinical competence than other formats of supervision. These findings suggest that BITE may be a valuable tool in clinical supervision, but more rigorous research is needed to understand its precise effects and how it may best be used. Public Significance StatementThis article reviews a method in which trainee psychotherapists are observed and given feedback by supervisors during psychotherapy. Results show that this method may improve the competence of trainees, as well as the working relationship between trainees and clients. Results also highlight the need for further research into the most optimal forms of supervision of psychotherapists to ensure the highest quality training.

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Using the Major Formats of Clinical Supervision

Cited by 4 publications

References 83 publications

Development and Application of a Program for Reinforcing Global Health Competencies in University Nursing Students

Development and Application of a Program for Reinforcing Global Health Competencies in University Nursing Students

Scaling Up: Multisite Open-Label Clinical Trials of MDMA-Assisted Therapy for Severe Posttraumatic Stress Disorder

Bug-in-the-eye supervision: A critical review.

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