Background. Clinical supervision is an instructional face-to-face interaction between the supervisor and the supervisee which enables the supervisee to perform his/her job better (ABIDDIN, 1980). ...There is a various model which is being used to in supervision of students which includes coaching, mentorship, preceptorships, and individualized model when used leads to the acquisition of knowledge, skills, improves performance and students competencies. The purpose of the study was to explore clinical supervision models employed by qualified nursing staff at MRRH and their contribution to students’ competencies Methodology. A qualitative descriptive design was employed in this study. The purposive sampling method was used to recruit 9 participants. Data collection was done by in-depth interview method using a semi-structured interview guide. Inductive content analysis was used to generate the themes and categories. Results. The study findings revealed three themes that emerged as the participants’ descriptions of the clinical supervision model. These themes included coaching, self-directed learning, and individualized learning. Conclusion. The supervisory model used by the qualified staff in this study was coaching; mentoring, self-directed learning that enhances professional growth and skills competencies as well as promoting relationships between the supervisor and the supervisee. Recommendation. The use of supervisory models in clinical practice should be emphasized so that nurse practitioners use them to provide the best learning approach that enables students to gain competencies. Integration of supervisory models in the nurse curriculum so that they know the importance of when they qualify and utilize them during the supervision of students to maximized learning in a clinical setting.
This study aimed to examine teachers' abilities in organizing, implementing and overcoming obstacles to implementing academic supervision programs to enhance their pedagogical competence. Using ...observation, interviews, and documentation studies, qualitative methods, and data gathering approaches were utilized for data collection. The subjects of the study were the principals of three high schools in Aceh and the biology professors from each school. The results demonstrated that the planning was developed through conversation with the teacher to identify problems, implementation approaches, and clinical supervision implementers. The program implementation plan incorporates all Education Office personnel, managers, and school principals. However, many teachers still do not understand academic supervision, both in terms of how it is implemented and its function, and there is a lack of supervisors to solve academic supervision problems. However, the implementation of academic supervision is facilitated by the high willingness of teachers to carry out academic supervision and their strong support from the Department of Education
Clinical supervision helps promote practitioners’ personal and professional development through fostering a supportive relationship and working alliance. Peer group clinical supervision is a form of ...clinical supervision whereby two or more nurses engage in a supervision process to improve their professional practice and provide quality care.
To explore the experiences of supervision from the perspectives of nurse supervisees, their direct line managers, and clinical supervisors.
A qualitative descriptive pragmatic design was used. Individual interviews and focus groups were conducted with 27 participants. Data were analysed using deductive content analysis.
Three main categories were identified: Perceived benefits of peer group clinical supervision, challenges faced during peer group clinical supervision, and enhancements for future peer group clinical supervision sessions. Stress reduction, problem solving, managing change, and improved prioritisation were amongst the benefits gained from clinical supervision. Challenges included competing work demands, staffing issues, and the duration, location, and process of supervision. Participants recommended adding time to the allocated supervision hour, raising awareness of peer group clinical supervision in advance, and training expert supervisors.
The space for peer group clinical supervision needs to be primed beforehand through providing and ensuring protected time, the availability of experienced supervisors, and raising key stakeholders’ awareness of what supervision entails. Stress caused by competing work demands and the fear of losing momentum need to be considered by services in advance.
Findings support the planning, delivery, and evaluation of future peer group clinical supervision sessions, while addressing challenges identified by study participants.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Although competency-based clinical supervision has been adopted in many international clinical training settings, acceptance has been variable with scholarly opinion outpacing actual practice. The ...transtheoretical molecular model, as articulated by Gonsalvez and Calvert (2014), offers a structure for advancing competency-based supervision and an important contribution, providing for definition of content and processes implicit in supervision practice. Barriers to implementation of competency-based supervision include lack of consensus on effective supervision practices, lack of empirical support for the model, and an absence of systematic training in clinical supervision during the training trajectory. However, the competency-based model, when implemented with fidelity to an explicit approach with designated competencies (Falender & Shafranske, 2017; Gonsalvez & Calvert, 2014) provides essential components for implementation. These include supervisee and supervisor self-assessment of competence as a platform for goal setting, establishment of a collaborative supervisory relationship through this process, attention to the power differential implicit in the relationship, with a promise of transparency in feedback provided through competence assessment and monitoring, attention to diversity and multicultural personal factors, and ethical, legal, and regulatory factors. The process of supervision enhances the supervisee's metacompetence, or awareness of what he/she knows and does not know, and skill development through systematic targeted monitoring and feedback. However, significant tensions arise in balancing multiple supervisor roles and responsibilities involving multicultural and global competence. Steps are proposed to advance supervisor competence within competency-based supervision and the requisite practices are identified that define it as a model for future study and empirical analysis of supervision efficacy.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, PILJ, SAZU, SBCE, SBMB, UL, UM, UPUK, VSZLJ
Developing teachers' professional identity is an ongoing process requiring multiple factors. However, the literature lacks a relationship between measures for clinical supervision practices and ...predictive indicators of teachers' professional identity development. Therefore, the study explored the opinions of school heads and teachers on measures for better school heads' clinical supervision practices and predictive indicators of teachers' professional identity development in Tanzania public secondary schools. A qualitative approach and multiple case research design governed the study in Njombe Region. Twelve informants participated in the semi-structured interviews and sixteen in focus group discussions. The analysis approach was content-structured analysis for the quantification of informants' responses. The study found major adjustments focused on pre-observation, classroom observation, and supervisory feedback. Clinical supervision adjustments in the mentioned dimensions are factors for developing predictive indicators of teachers' professional identity, such as loving the teaching profession, working for greater peace and freedom, feeling the teaching work is respected, and improving self-efficacy relative to teaching-learning efficiency. Minor adjustments were found in academic professional development for teachers and post-observation clinical supervision. Consequently, the development of predictive indicators of teachers' professional identity. Such as preserving professional skills and image and being prepared to have commitments to educating students. The study concludes that clinical supervision adjustments are indicators of teachers' professional identity development. The government is recommended to encourage clinical supervisory innovations to promote and enhance teacher professional identity development. Study findings provide a better understanding of a growing body of knowledge about improving clinical supervision practices to develop teachers’ professional identity.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
The aim of this article is to learn more about how clinical supervision is used to enhance teacher professionalism. Professional teachers are teachers who have the skills to carry out educational and ...teaching tasks. Thus, the definition of an expert educator is a person who has extraordinary ability and mastery in the field of education so that he can carry out his obligations and abilities as a teacher with maximum abilities. Professional teachers are also educated, trained, and have extensive field experience. This research uses descriptive qualitative research, which is an analysis that uses words or sentences to describe a situation or. The results of research on the use of clinical supervision to improve teacher professionalism at MTsS Hidayatullah, teachers are very flexible, starting from plans that are only communicated to them in regular weekly meetings by the school principal. Only minor problems were encountered, and these problems were not too serious because prospective teachers met the minimum standards when they started at MTsS Hidayatullah. The teacher asks for help to overcome his teaching difficulties, which is why clinical is used here.
The application of school principal supervision management is very much needed in post-pandemic learning. The problem of learning loss was found to be predominant among students in schools. This ...research is a school action research in the form of clinical supervision by the principal to overcome the loss of learning. The clinical supervision model has three stages: the first meeting, the observation, and the feedback meeting. School teachers as many as 12 people as research subjects. The data collection was carried out using clinical supervision observation sheets. The collected data is then analyzed. The result shows a score that can overcome the loss of learning. Scores in cycle I increased in cycle II. In cycle I, the average score was 70.00. Cycle II increased by 95.00 for the average score. The implementation of clinical supervision has several processes, from testing research instruments, and learning observations, to assessment. The study results show that clinical supervision can improve the quality of teacher learning in terms of overcoming the loss of learning in students.
Aims/Questions
To explore the barriers and facilitators to nurses accessing clinical supervision; explore the barriers and facilitators to organizations implementing clinical supervision and capture ...what skills nurses require to facilitate clinical supervision.
Design
Scoping review of peer‐reviewed research and grey literature.
Data sources
CINAHL, Medline, PsychINFO and Scopus were searched for relevant papers published between 1990 and 2020. Google, Google Scholar, OpenGrey & EThOS were used to search for grey literature.
Review Methods
PRISMA‐ScR guidelines were used during the literature review process. Eighty‐seven papers were included, and data were extracted from each paper using a standardized form. Data synthesis was undertaken using Seidel's analytical framework.
Results
Five themes were identified: Definitions and Models, (Mis) Trust and the Language of Supervision, Alternative Parallel Forums and Support Mechanisms, Time and Cost and Skills required.
Conclusion
Since its inception in the 1990s, clinical supervision has long been regarded as a supportive platform for nurses to reflect on and develop their practice. However, this review highlights that despite an awareness of the skills required for nurses to undertake clinical supervision, and the facilitators for nurses to access and organizations to implement clinical supervision, there have been persistent barriers to implementation. This review identifies these persistent factors as ‘barriers to overcoming the barriers' in the clinical supervision landscape. These require critical consideration to contribute towards moving clinical supervision forward in the spirit of its original intentions.
Impact
This review progresses the debate on clinical supervision through critically analysing the barriers to overcoming the barriers. To this end, the review is designed to stimulate critical discussions amongst nurses in different clinical spaces and key stakeholders such as policy makers and regulatory bodies for the nursing profession.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SBCE, SBMB, UL, UM, UPUK, VSZLJ
The Purpose of this research is to: 1) to know the implementation of clinical supervision as an effort to improve the ability of teachers in PBM activities of Kepuh elementary school teachers. 2) ...Take a clinical supervision measures to improve the ability in class management of Elementary School teacher. This research includes the type of school action research. The data collection techniques undertaken are with observations, tests and documentation as well as research instruments. Data analysis is done in every single round of action, this study implemented 2 cycles of research. Each cycle consists of four stages planning, implementation the plan, observing the implementing of the plan and reflecting or evaluation. The Setting of this research is the classroom teachers of SD kepuh of UPT PPK Jetis. The results showed that the teacher’s ability are improved.
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