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It's Not About Being Comfortable Bedfellows
Published in Olga Petrovskaya, Nursing Theory, Postmodernism, Post-structuralism, and Foucault, 2023
Importantly, a distinctive critical edge of post-structuralism relates to its theoretical anti-humanism (Soper, 1986). Granted, the word anti-humanism sounds off-putting especially when one does not understand it. Perhaps due to this, some nursing literature exhibits a curious inability to fully explore the potential and implications of Foucault's post-structuralism. Some nurse authors who offered critical readings of nursing issues (e.g. Foucault-based analyses) were nevertheless compelled – often unwittingly, perhaps following disciplinary conventions – to produce a “happy ending.” A case in point is a critique of clinical supervision in the United Kingdom by Freshwater et al. (2015). Clinical supervision is a quality improvement mechanism requiring nurses to reflect on clinical situations through conversations with an experienced colleague. Freshwater et al. (2015) fittingly applied Foucault's notions of surveillance and confession to reveal the Panopticon nature of clinical supervision. Then, however, the authors turned to contrasting two kinds of nurse: the “artificial person” (p. 8), who resists those “reflexive” opportunities likely because she has internalized the institutional climate of suspicion, and a preferred kind, the “autonomous individual” (p. 8). The latter nurse is also immersed in this institutional climate, but readily engages in conversations with a clinical supervisor (who happens to be a psychotherapist trained in humanistic psychology) to critically evaluate how those institutional discourses have colonized nurse's authentic caring self.
The Structure of GP Training in the UK
Published in Ramesh Mehay, The Essential Handbook for GP Training and Education, 2021
Ramesh Mehay, Mike Tomson, Iain Lamb, James Meade, Malcolm Lewis
During the three years, the trainee receives Clinical and Educational Supervision. Clinical Supervision is about helping them to acquire clinical knowledge, skills and attitudes (and thus gain competence) as they rotate through the posts. Educational Supervision focuses on their educational development (through learning gaps) and helps keep them on track for their training programme overall.
Education and professional development
Published in Michael Kidd, Cynthia Haq, Jan De Maeseneer, Jeffrey Markuns, Hernan Montenegro, Waris Qidwai, Igor Svab, Wim Van Lerberghe, Tiago Villanueva, Charles Boelen, Cynthia Haq, Vincent Hunt, Marc Rivo, Edward Shahady, Margaret Chan, The Contribution of Family Medicine to Improving Health Systems, 2020
Michael Kidd, Cynthia Haq, Jan De Maeseneer, Jeffrey Markuns, Hernan Montenegro, Waris Qidwai, Igor Svab, Wim Van Lerberghe, Tiago Villanueva, Charles Boelen, Cynthia Haq, Vincent Hunt, Marc Rivo, Edward Shahady, Margaret Chan
Clinical teaching techniques in the ambulatory setting may be somewhat different from those used in inpatient hospital-based care. Because of the limited time with individual patients in the outpatient clinic and the rapid turnover in patient visits, specific techniques have been developed to promote effective clinical teaching in the ambulatory setting. In undergraduate education, shadowing may be the predominant method of outpatient clinical teaching, but this offers limited ability for the postgraduate trainee to actually practice their skills and demonstrate competency. In postgraduate family medicine outpatient training, the most common and widely utilized teaching structure is the precepting model. In this model, a clinical supervisor, usually an experienced family medicine provider and educator, oversees a group of trainees during a session in the clinic as they provide clinical primary care services to their panel of patients. Learners present each of their patient cases to the supervising physician, who assesses the work of the trainee and offers clinical teaching and mentorship. The supervisor may directly see the patient and verify the findings and management plan of learner, or they may choose to only discuss the case and allow the trainee to complete the outpatient visit on their own, having determined the learner is competent in handling this particular case.
Online clinical pastoral education needs more research
Published in Journal of Health Care Chaplaincy, 2022
What does the research say about online CPE? Unfortunately, not much because there is a shortage of research on this critical topic. Available publications rely on editorials or case reports written by CPE supervisors, which constitute low levels of evidence. Researchers from other fields have investigated online clinical supervision. Using more rigorous scientific approaches, they focused on the supervisory relationship, supervisees’ competence and confidence, supervisees’ satisfaction, and the overall quality of clinical supervision offered online. The consensus is that online clinical supervision is a viable alternative to in-person supervision. CPE supervisors’ anecdotal experiences confirm these results. More scientific research on online CPE is needed and should focus on students’ experiences and educational outcomes. Evidence from these studies should inform best practices and new accreditation standards that enable CPE supervisors to practice online CPE at the highest level, whether in a pandemic or not.
Developing an occupational health service for health professionals: Management challenges
Published in International Journal of Healthcare Management, 2021
Md Shamim Hossain, Mohammad Jamal Khan, Sofri B. Yahya
Health service supervision (HSS) is a process of guiding, helping, training, and encouraging the staff to improve their performance to provide high-quality healthcare services [1]. Health service supervision includes medical (physicians, nurses, and midwives) and nonmedical (receptionists and cleaners) staff who are responsible for their performance. Health service supervision should be seriously taken by the senior managers and administrators of the hospitals [2] as well as the primary and secondary healthcare centres [3,4]. The concept of clinical supervision has been successfully implied in developed societies, and it has remarkably changed the professional skills of health care workers in the last three to four decades [4]. However, health service supervision is hardly accepted and adapted by hospitals and health service centres [5]. Nevertheless, in recent years, the health service providers in Bangladesh have accepted the importance of health service supervision and have shown the desire for its implementation to improve the wellbeing of physicians [6,7].
Clinical supervision in frontline health care: A survey of social workers in Ontario, Canada
Published in Social Work in Health Care, 2021
Karen M. Sewell, Dennis Kao, Kenta Asakura
While there are similarities and differences, clinical supervision is a key component of a variety of health care professions, including social work, psychology, nursing, and medicine (Vandette & Gosselin, 2019). Most social work definitions include some element of professional development, teaching knowledge, skill development, an analysis of client interactions including assisting and directing practice, prompting reflection (Kadushin & Harkness, 2014; Munson, 2012). With similar definitional attributes, professional supervision – defined as a focus on support, reflection, case discussion and professional development – supported social workers with managing high levels of stress inherent in specific health care settings (Joubert et al., 2013). Furthermore, Chaple et al. (2016) considered clinical supervision key in the implementation of new health services, policies, and procedures, also noting in the description of clinical supervision the importance of the supervisory relationship over time. Reviews of clinical supervision in health care across professions found effective supervision contributed to reduced anxiety and stress, increased job satisfaction for workers (Rothwell et al., 2019); and was positively associated with improvement in processes of care, yet there was inadequate evidence to establish a relationship between clinical supervision and client outcomes (Snowdon et al., 2017).