Conference Proceedings - School of Nursing & Midwifery - Trinity ...

School of Nursing & Midwifery, Trinity College Dublin: 8 th Annual Interdisciplinary Research Conference
Transforming Healthcare Through Research, Education & Technology: 7 th – 9 th November 2007
Conference Proceedings
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Integrating Theory into Practice through the use of
Educational Supervision
Ms. Patricia McBride,
Lecturer,
University of Paisley,
High Street,
Paisley PA1 2BE
Scotland
Tel: 00441418494292
Mob: 07958631216
E-mail: mcbr-rn0@wpmail.paisley.ac.uk
ABSTRACT
Although formal clinical supervision is accepted as an essential
aspect of reflective practice in nursing, uptake of this facility
remains low. Clinical supervision does occur but generally as an
informal peer support on an ad hoc basis. It is also true that
generally the application of theory to practice also remains an
ongoing issue within nursing. This is clearly demonstrated in the
failure to maintain practice of learned skills following training in
these skills.
As a component of a Psychosocial Interventions(PSI) pathway,
educational supervision and subsequently clinical supervision were
introduced as tools to help in bridging the theory/practice gap and
encouraging the ongoing use of skills learned in training. A
Cognitive Behavioural Therapy model and structured homework was
used with small groups of students. It was evaluated through the
review of the supervisor’s report on participation in supervision and
by direct observation of supervision sessions. This was followed up
six months post-training by individual interviews.
Although initially nervous of the process, the students soon found
the supervision to be supportive of their practice and an excellent
forum for the sharing of ideas and experiences whilst in training.
However at the post training interviews it became apparent that
those who maintained both practice of skills and regular supervision
were those who worked in an environment which facilitated these
activities. In other areas the use of skills was limited and
supervision was described as difficult to maintain although the
nurses concerned had maintained contact with those in their area
who had also been members of their supervision group in training.
Thus it appears that while educational supervision appears to allow
the development of skills and reflection within a skills based
programme of learning the ongoing use is dependant on both
support in practice and the motivation of the staff involved.
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