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Conceptualization of Clinical Supervision: A Review of the Literature Newsome, M. & Pillari, V. (1991). Job satisfaction and the worker/supervisor relationship. The Clinical Supervisor, 9 (2), 119–129. Rauktis, M.E. & Koeske, G. F. (1994). Maintaining social worker morale: When supportive supervision is not enough. Administration in Social Work, 18 (1), 39–60. Shulman, L. (1993). Interactional Supervision. Washington, DC: NASW Press. Shulman, L. (2005). The clinical supervisor-practitioner working alliance: A parallel process. The Clinical Supervisor, 24 (1/2), 23–47. Silver, P.T., Poulin, J.E. & Manning, R.C. (1997). Surviving the bureaucracy: The predictors of job satisfaction for the public agency supervisor. The Clinical Supervisor, 15 (1), 1–20. Tsui, M.S. (1997). Empirical research on social work supervision: The state of the art 1970–1995. Journal of Social Service Research, 23 (2), 39–51. York, R.O. (1996). Adherence to situational leadership theory among social workers. The Clinical Supervisor, 14 (2), 5–24. York, R.O. & Denton, R.T. (1990). Leadership behavior and supervisory performance: The view from below. The Clinical Supervisor, 8 (1), 93–108. NURSING Scholars in nursing practice have noted that the multiple definitions, models and organizational structures create more confusion than clarity in understanding clinical supervision (Clearly & Freeman, 2005; Cutcliffe & Lowe, 2005; Jones, 2003; Kelly et al., 2001; Yegdich, 1999). Definitions Clinical supervision in nursing means different things to various organizations and the people they employ (Rizzo, 2003) and it becomes difficult to find one definition that captures all the key elements (Cutcliffe & Lowe, 2005). Butterworth and Faugier (1992) define clinical supervision as “an exchange between practicing professionals to assist the development of professional skills” (p. 12). Clinical supervision is also defined as “a practice-focused professional relationship involving a practitioner reflecting on practice, guided by a skilled supervisor” (UKCC 1996, p. 4). Jones (2005) reviewed research literature on clinical supervision and credits Winstanley and White (2003) with the most comprehensive definition: “focusing upon the provision of empathetic support to improve therapeutic skills, the transmission of knowledge and the facilitation of reflective practice. The participants have an opportunity to evaluate, reflect, and develop their own clinical practice and provide a 107
support system to one another” (p. 8). She further identifies the following aspects of supervision that have achieved agreement by nurse educators: • It is a formal growth-focused relationship. • It provides an opportunity for the supervisor to review the professional development of a new practitioner. • It provides a forum for discussing the practice of care. • It allows colleagues to learn from and encourage each other. • It reduces professional isolation, emotional strain and stress. • It may lead to the development of practice theory. (Jones, 2005) She adds that clinical supervision in the United States is also known in clinical settings as “the relationship between the nursing staff and an administrative clinical staff member. This relationship is primarily supportive and evaluative in function and does not meet the criteria for clinical supervision as defined in the UK” (p.149). In summary, these definitions, though varied, describe a process in which the supervisee and the supervisor discuss issues related to the supervisee’s practice, development and, to some extent, performance. Models Clinical Supervision Handbook Sloan (1999) notes that there is no one model of supervision that can deal with the diversity of clinical needs found in nursing. Differences in definition, models and the practice of clinical supervision reflect cultural differences between countries, organizations and nursing specialties. They also reflect differences between North American and European conceptualizations of clinical supervision. In North America, clinical supervision refers to relationships between an administrator or a superior and a more junior supervisee with the supervisor having supervisory responsibility for the performance of the supervisee (Cutcliffe & Lowe, 2005). In Europe, clinical supervision emphasizes professional development and support for the practitioner (Gilmore, 2001). It also focuses on supervisee-led issues that range from patient care to interpersonal issues with peers (Cutcliffe & Lowe, 2005). Similarly Jones (2005) refers to the U.K. model as a mandatory reflective practice between the supervisee and the supervisor, while in the United States, the model refers more to a relationship between an expert supervisor and a novice or new 108
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CLINICAL SUPERVISION HANDBOOK A GUI
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CLINICAL SUPERVISION HANDBOOK A GUI
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Contents v Contents ix Introduction
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115 APPENDIX 2 115 Evalautions For
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Clinical Supervision Handbook “su
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CONTEXT OF CLINICAL SUPERVISION Mod
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Supportive/restorative Clinical Sup
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LEADERSHIP The clinical discipline
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Accountability The supervisory rela
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Components of Clinical Supervision
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SUPERVISORY ACTIVITIES Clinician De
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Clinical Supervision, Knowledge Tra
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Clinical Supervision, Knowledge Tra
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Cultural Competence and Clinical Su
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INCORPORATING CULTURAL COMPETENCE I
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Supervisors can influence clinician
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IMPLEMENTING CLINICAL SUPERVISION B
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Beginning Clinical Supervision proc
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Beginning Clinical Supervision time
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• manage burnout and workload •
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Beginning Clinical Supervision GIVI
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cannabis use—which Janet felt was
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Beginning Clinical Supervision Dive
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As this example illustrates, the cl
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group. The clinical supervisor uses
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eflecting on the barriers that clie
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Ongoing Clinical Supervision FIGURE
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• Does this situation connect wit
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y the clinical supervisor might be
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Ongoing Clinical Supervision Other
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Ongoing Clinical Supervision Yalom
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Ongoing Clinical Supervision Indivi
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Ongoing Clinical Supervision they c
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