Impact of Educational Theories on Clinical and Case Management Supervision

Running Head: CLINICAL AND CASE MANAGEMENT
CLINICAL AND CASE MANAGEMENT
Name of the Student
Name of the University
Author Note

CLINICAL AND CASE MANAGEMENT1
In this essay I am going to evaluate on the impact of the educational theory theories
and approaches on supervision along with reflecting and evaluating my own experience on
the supervision and its impact on my supervisees. In this assignment I will also examine the
management skills of the various supervisory methods and making argued conclusions on the
performance of the supervisee on the basis of the information presented at the time of my
supervision. Then, finally I will suggest certain recommendations that are required for the
improvement of that particular area related to supervision.
Clinical supervision has a very integral role in the clinical setting. The supervisory
role in the healthcare system has the required potential that is relevant to the skills possessed
by the healthcare professionals (Codd et al. 2016). Supervision is a very complex activity that
can occur in a number of settings that has various definitions, modes and functions of
delivering the requirement. It is an interpersonal exchange. Thus, supervision in the
healthcare setting delivers methodologies that are needed to solve the research problems.
Supervision is also related to positive patient outcome as the patient feel safe and sound in the
supervision of the nurse (Farjina 2014). Thus, the nurses who are being supervised should
have better relationship status with the trainee which is the most important factor for
increasing or improving the efficacy of the supervision process (Hedley 2018).
There are several principles that guide the supervision process in cognitive behavioral
therapy as psychotherapy needs clinical supervision. This is the process of systematic
guidance of a counsellor or therapist by a supervisor. As a supervisor my role will be to
provide the right kind of information to the nurses so that they can take proper care of the
patients in order to increase the positive patient outcome (Jenkins et al. 2018). However, my
biggest challenge will be shifting my entire focus from a more clinical approach towards
Case Management Supervision (CMS) method. The supervision of CBT is usually done using
the competence framework. The effective supervision of the CBT depends on the integration
of the requirements that are specific for the CBT supervision (Learning 2019). As a
supervisor I tried to draw the attention of the other healthcare professionals on the principles
that undermine CBT. I tried to draw one of my personal experience that is related to CBT so
that the new nurses can learn and understand the various needs at the time of any emergency
situation (Milne and Reiser 2016).
CMS is a most frequent and most common method of supervision within the
Psychological Wellbeing Practitioner (PWP) role at the Improving Access to Psychological

CLINICAL AND CASE MANAGEMENT2
Therapies (IAPT) step two. This has the potential to become a complex supervisory situations
as the client is sometimes has no or little knowledge about the process. This makes the
scenario a bit difficult to handle as the patient shows resistance towards the treatment or
diagnosis process. I also feel that the framework of an IAPT is sometimes so rigid that it
creates pressure of targets, turnover rates and recovery rates that the nurses start to prioritize
these things and start ignoring the well-being of the patients (Milne and Reiser 2014).
Thus, I generally prefer to use of The Newcastle Cake Stand framework so that I can
overcome the barriers that are presented in the PWP system and I can also focus on a more
person-centered approach as a therapist that is generally my strength and can improve my
practice from the experiences I gained from the prison based PWP and PWP supervisor as I
am a trained person centered therapist and thus, I understand the value of creating the
conditions that are ideal for open relationships (Pilling and Roth 2014). My most preferred
way of working is as a supportive colleague and supervisor. This is because that prevents the
job stress among the employees and also inequitable work condition is reduced among the
workers (Milne 2017). This is also my most preferred way of supervision as a lot of research
articles has shown that the increased effective supervision helps the better coordination
amongst the trainee and the worker and also more support from the colleagues will help in
increasing the effective workplace culture (Moldovan and David 2014). Thus, I personally
prefer The Newcastle Cake Stand Model (NCSM) as it is much more helpful and effective.
The central aim of the model is the to make a framework for the cognitive and behavioural
therapy (CBT) that meets all the demands of the patients in order to create a secured, safe and
structured ambience where learning, development of cognitive skills and the reflection of the
problem solving skills can take place simultaneously (Pilling and Roth 2014). As the model
has four layers that are interacting it will help me in placing the situations of the CBT in a
more structured manner. It also recognizes the need for supervisee who will be able to guide
them and develop their knowledge and skills so that they can apply them to the specific
clients (Podell et al. 2013).
Another model that I find useful for developing my practice and supervision is the
C.L.E.A.R model that is specifically being structured for the CBT supervision. I use his
model simultaneously with the NCSM as this way ensures that both I and my trainee are
constantly reviewing the effectiveness of supervision and the supervisory relations (Raphley
and Loades 2018). On one hand, I feel that NCSM is helpful because of its supportive and
extensive structure at the same time C.L.E.A.R model can be applied to supervision in a