Logic of clinical supervision – design, supervision models

2020 ◽  
Vol 2020 (2) ◽  
pp. 31-42
Author(s):  
Loredana-Ileana Vîşcu ◽  
Gáspár György ◽  
Cristian Delcea ◽  
Lucian Negoiţă
Keyword(s):  
Clinical Supervision ◽  
Supervision Models

Connecting practice: a practitioner centred model of supervision

2014 ◽  
Vol 19 (3) ◽  
pp. 235-252 ◽  
Author(s):  
Susan A. Nancarrow ◽  
Rachael Wade ◽  
Anna Moran ◽  
Julia Coyle ◽  
Jennifer Young ◽  
...  
Keyword(s):  
Clinical Supervision ◽  
Thematic Analysis ◽  
Allied Health ◽  
Explicit Knowledge ◽  
Grey Literature ◽  
Support Network ◽  
Framework Analysis ◽  
Content Type ◽  
Supervision Models ◽  
Health Practitioners

Purpose – The purpose of this paper is to analyse existing clinical supervision frameworks to develop a supervision meta-model. Design/methodology/approach – This research involved a thematic analysis of existing supervision frameworks used to support allied health practitioners working in rural or remote settings in Australia to identify key domains of supervision which could form the basis of supervision framework in this context. A three-tiered sampling approach of the selection of supervision frameworks ensured the direct relevance of the final domains identified to Australian rural allied health practitioners, allied health practitioners generally and to the wider area of health supervision. Thematic analysis was undertaken by Framework analysis methodology using Mindmapping software. The results were organised into a new conceptual model which places the practitioner at the centre of supervision. Findings – The review included 17 supervision frameworks, encompassing 13 domains of supervision: definitions; purpose and function; supervision models; contexts; content; Modes of engagement; Supervisor attributes; supervisory relationships; supervisor responsibilities; supervisee responsibilities; structures/process for supervision and support; facilitators and barriers; outcomes. The authors developed a reflective, supervision and support framework “Connecting Practice” that is practitioner centred, recognises the tacit and explicit knowledge that staff bring to the relationship, and enables them to identify their own goals and support networks within the context in which they work. Research limitations/implications – This is a thematic analysis of the literature which was argely based on an analysis of grey literature. Practical implications – The resulting core domains of supervision provide an evidence-based foundation for the development of clinical supervision models which can be adapted to a range of contexts. Social implications – An outcome of this paper is a framework called Connecting Practice which organises the domains of supervision in a temporal way, separating those domains that can be modified to improve the supervision framework, from those which are less easily modifiable. This approach is important to help embed the implementation of supervision and support into organisational practice. This paper adds to the existing growing body of work around supervision by helping understand the domains or components that make up the supervisory experience. Originality/value – Connecting Practice replaces traditional, more hierarchical models of supervision to put the practitioner at the centre of a personalised supervision and support network.

scholarly journals The Implementation of Clinical Supervision Models towards The Language Teaching and Learning

2018 ◽  
Vol 1 (1) ◽  
pp. 29
Author(s):  
Rama Dwika Herdiawan
Keyword(s):  
Best Practices ◽  
Clinical Supervision ◽  
Teaching And Learning ◽  
Related Literature ◽  
Teacher Trainees ◽  
Supervision Models ◽  
Potential Problems ◽  
Supervisory Process ◽  
Learning Language ◽  
Effective Supervision

The effective supervision assists the teacher trainees or supervisee develop themselves in terms of the professional development such as teaching instrustions or methods, content, and also pedagogy. This article is aimed to explore as well as discuss the related literature particularly on clinical supervision. It describes best practices in clinical supervision through a set of relevant previous studies, and the roles of supervisor, supervisee, and the students in relation to the use of clinical supervision models used. It also deals with providing some useful guidelines for students and supervisors (not only for clinical students) to pursue the development of relationship among them in conducting the clinical supervision models. Therefore, the review of related literature focuses on clinical supervision which is expected to help the whole parties in the supervisory process to accelerate their goals as well as obejctives clearly, and also to minimize the potential problems and facilitate the implementation of effective supervision.Keywords: Clinical Supervision Models, , Teaching and Learning Language, Supervisor, Supervisee.

Integrative Strategic Supervision Model – Constructivist Approach

2021 ◽  
Vol 2021 (3) ◽  
pp. 71-88
Author(s):  
Loredana Ileana Vîșcu
Keyword(s):  
Clinical Supervision ◽  
First Generation ◽  
Second Generation ◽  
Constructivist Approach ◽  
Supervision Models ◽  
Supervision Process ◽  
Relational Diagnosis ◽  
Supervision Model ◽  
First And Second Generation

Supervision models offer a synthesis of theoretical and practical elements demanded by an efficient clinical supervision. They are classified into first and second generation supervision models. The first generation supervision models follow the development path of psychological counselling and psychotherapy, being focused on therapy, the supervisee’s development, on specifying the supervisee’s needs and the roles assumed by the supervisor. The second generation supervision models are integrative supervision models, with the emphasis on the role of common crosstheoretical factors. The integrative strategic supervision model [1], [2], [3] is a second generation supervision model, with the objective, other than the underlining of crosstheoretical common factors of supervision, with a top spot offered to the learning process, that of introducing the constructivist approach of learning, the construction of supervision as an interdisciplinary discipline and the relating of supervision to didactics through supervision projecting. The word “strategic”, from the model title, emphasizes the bases for the supervision process: the supervision framework, the learning methods used, the evaluation methods based on the supervisee’s individual factors, the tools used to supervise and materialized into: contracts, therapeutic statuses, supervision sheets, relational diagnosis sheet, etc.

Aboriginal and Torres Strait Islander Mental Health Practitioners Propose Alternative Clinical Supervision Models

2015 ◽  
Vol 44 (1-2) ◽  
pp. 33-45 ◽  
Author(s):  
Jeffrey R. Nelson ◽  
James Bennett-Levy ◽  
Shawn Wilson ◽  
Kelleigh Ryan ◽  
Darlene Rotumah ◽  
...  
Keyword(s):  
Mental Health ◽  
Clinical Supervision ◽  
Torres Strait Islander ◽  
Mental Health Practitioners ◽  
Supervision Models ◽  
Health Practitioners ◽  
Torres Strait

Clinical supervision: models, measures and best practice

2003 ◽  
Vol 10 (4) ◽  
pp. 7-38 ◽  
Author(s):  
Julie Winstanley ◽  
Edward White
Keyword(s):  
Clinical Supervision ◽  
Best Practice ◽  
Supervision Models

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Enhancing Clinical Supervision Using High-Definition Real-Time Digital Recording, Annotation, and Bluetooth Technology

2019 ◽  
Vol 4 (2) ◽  
pp. 356-362
Author(s):  
Jennifer W. Means ◽  
Casey McCaffrey
Keyword(s):  
Graduate Students ◽  
Data Collection ◽  
Real Time ◽  
Clinical Supervision ◽  
Video Recording ◽  
Advanced Technology ◽  
High Definition ◽  
Recording Technology ◽  
Self Confidence ◽  
Additional Data Collection

Purpose The use of real-time recording technology for clinical instruction allows student clinicians to more easily collect data, self-reflect, and move toward independence as supervisors continue to provide continuation of supportive methods. This article discusses how the use of high-definition real-time recording, Bluetooth technology, and embedded annotation may enhance the supervisory process. It also reports results of graduate students' perception of the benefits and satisfaction with the types of technology used. Method Survey data were collected from graduate students about their use and perceived benefits of advanced technology to support supervision during their 1st clinical experience. Results Survey results indicate that students found the use of their video recordings useful for self-evaluation, data collection, and therapy preparation. The students also perceived an increase in self-confidence through the use of the Bluetooth headsets as their supervisors could provide guidance and encouragement without interrupting the flow of their therapy sessions by entering the room to redirect them. Conclusions The use of video recording technology can provide opportunities for students to review: videos of prospective clients they will be treating, their treatment videos for self-assessment purposes, and for additional data collection. Bluetooth technology provides immediate communication between the clinical educator and the student. Students reported that the result of that communication can improve their self-confidence, perceived performance, and subsequent shift toward independence.

Benefits and Characteristics of Mentoring Students and Young Professionals

2008 ◽  
Vol 18 (2) ◽  
pp. 67-73 ◽  
Author(s):  
Kristal Mills
Keyword(s):  
Leadership Development ◽  
Clinical Supervision ◽  
Effective Means ◽  
Academic Research ◽  
Mentoring Programs ◽  
Teaching Skills ◽  
Online Mentoring ◽  
Young Professionals ◽  
Research And Teaching ◽  
Workplace Retention

Abstract Mentoring has long been believed to be an effective means of developing students' clinical, research, and teaching skills to become competent professionals. The American Speech-Language-Hearing Association (ASHA) has developed two online mentoring programs, Student to Empowered Professional (S.T.E.P. 1:1) and Mentoring Academic Research Careers (MARC), to aid in the development of students. This paper provides a review of the literature on mentoring and compares and contrasts mentoring/mentors with clinical supervision/preceptors. Characteristics of effective mentors and mentees are offered. Additionally, the benefits of clinical mentoring such as, teambuilding in the workplace, retention of new staff, leadership development, and improved job satisfaction are discussed.

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