University Report: Awareness in Clinical Supervision Analysis

This report delves into the critical role of awareness in clinical supervision, a vital component of healthcare practice. It begins by establishing the significance of clinical supervision, highlighting its impact on patient care, professional development, and the enhancement of supervisee skills. The report then critically appraises six articles, exploring key aspects such as feedback systems, faculty competencies, student anxiety, and the importance of honesty in clinical settings. The articles cover topics including anonymous versus non-anonymous feedback, the assessment of faculty competencies, the correlation between teaching behaviors and student anxiety, and the interdependence of honesty and challenge within clinical supervision. The analysis highlights the strengths and weaknesses of each study, providing a comprehensive overview of current research and its implications for improving clinical practice and patient outcomes.

Awarness in Clinical
Supervision
Name of the Student:
Name of the University:
Authors Note:

Introduction and Background
 Clinical Supervision is one of the important part of the
learning practice. It includes various aspects of the
health streams and disciplines, these include
 psychotherapy,
 therapeutic counselling and
 other factors related to the therapeutic efficacy of the
people.
 to the faster treatment of the patient.
 Respect and sensitivity towards the patient’s
perceptions.
 However, clinical supervision is different from the
inspection which is more involved in the
documentation, whereas in case of the clinical
supervision is involved in patient consent, monitoring
as well as improving the performance, as well as
patient- nurse relationship.

Content
 the clinical supervision along with the reflective practice
groups which involved nurses and midwives, reported
 positive impacts on the clinical practice as well as
 resilience as well as
 self-awareness (Pront, Gillham & Schuwirth, 2016)
 team work and also lead to multidisciplinary approach
towards the clinical practice.
 The clinical supervision is a mean by which there could be
enhancement of supervisee’s skills and could also
emphasis on the competence a well as on the confidence.
 Clinical Supervision helps in building a forum for
professional as well personal development by giving
emotional support as well as reflective space.
 It helps to build a framework of services which would
provide safe as well as ethic compliance to the patient.
 In the following presentation 6 articles will be critically
appraised and analysed.

Critical Appraisal of the six Articles
 Dudek, N.L., Dojeiji, S., Day, K. and
Varpio, L., 2016. Feedback to
supervisors: is anonymity really so
important?. Academic
Medicine, 91(9), pp.1305-1312.
 In this article, the authors have defined
clearly the impact of feedback system
to the supervisor, as well as it has
mentioned about whether the anonymous
or non-anonymous feedback system has
benefited physicians or not.
 The limitation/disadvantage of this
paper was that, the findings and the open
feedback system could be manipulative as
well as speculative, which can have an
influential effect from others.
 Knutton, S. and Pover, J., 2004. The
importance of honesty in clinical
supervision. Part 1. Developing and
maintaining honest relationships. Nursing
Management, 10(9), pp.29-31.
 In the given article, authors have given a clear
briefing about how the trust, honesty and
cooperation works in a working environment
as well as the establishing a method of clear
thought when it comes to the clinical supervision.
The limitation is that honesty is a challenging skill
and not always efficient practically.
 Knutton and Pover (2004), agreed to the
importance of honesty in the learning practice
which would encourage better communication as
well as ensure development of motivation while
learning.
 Cook, L.J., 2005. Inviting teaching
behaviors of clinical faculty and
nursing students' anxiety. Journal of
Nursing Education, 44(4), p.156.
 The strength of the article lies in the
statistical interpretation and good
number of samples used for the
analysis and case study (there were
229 total students).
 However, the survey proved to have
negative correlation between the
student anxiety and inviting teaching
behaviour. The weakness of the
article is that the student anxiety is
not related with the teaching
behaviour with clarity.
Lovric, R., Prlic, N., Zec, D., Pušeljic, S. and
Žvanut, B., 2015. Students’ assessment and
self-assessment of nursing clinical faculty
competencies: important feedback in clinical
education?. Nurse educator, 40(5), pp.E1-E5.
 The article is easy to understand and the
relation between the faculty
competencies and self-assessment /
assessment has been evaluated clearly
and with evidence.
 The limitation of the study is that the
study was based on the single
clinical/educational institution.
Furthermore, the study was influenced
was subjected to various factors like self-
confidence, self-efficacy, mood and the
level of introspection.
 Reddy, S.G., Kogan, J.R., Iobst, W.F. and
Holmboe, E.S., 2012. The ABIM’s clinical
supervision practice improvement module and
its effect on faculty’s supervisory
skills. Academic Medicine, 87(11), pp.1632-1638.
 The article is clear and concise and the purpose
of the paper is that to understand the reason
behind the inadequate supervision during
training / clinical experience among the medical
trainees that could lead to insufficient patient
care as well as create a problem when it comes
to the education of the students while training.
 However, the limitation/ disadvantage of the
study was accuracy of the data was not there in
the study as most of the study’s data were self-
reported. The post module survey or feedback
were optional and anonymous, hence, the data
completion of the survey was not guaranteed.
 Knutton, S. and Pover, J., 2004. The importance of
honesty in clinical supervision. Part 2: the skill of
challenging: in the second of two articles, Sue
Knutton and Jane Pover explore the
interdependence of honesty and challenge in
clinical supervision. Nursing Management
(Harrow), 10(10), pp.23-27.
 The article clearly focused on the interdependence
of honesty and challenge when it comes to clinical
practice and experience in terms of nursing.
 The weakness of the paper lies on the fact that it
has not explored the attributes of better data and
how it can be furthermore, applied when it comes
to nursing practices. Clinical self-awareness is an
important form honesty and reliability are the pillars of
nursing practice and this has well established the relation
between honesty and its challenges.

References
 Cook, L.J., 2005. Inviting teaching behaviors of clinical faculty and nursing students' anxiety. Journal of
Nursing Education, 44(4), p.156.
 Dudek, N.L., Dojeiji, S., Day, K. and Varpio, L., 2016. Feedback to supervisors: is anonymity really so
important?. Academic Medicine, 91(9), pp.1305-1312.
 Knutton, S. and Pover, J., 2004. The importance of honesty in clinical supervision. Part 1. Developing and
maintaining honest relationships. Nursing Management, 10(9), pp.29-31.
 Knutton, S. and Pover, J., 2004. The importance of honesty in clinical supervision. Part 2: the skill of
challenging: in the second of two articles, Sue Knutton and Jane Pover explore the interdependence of
honesty and challenge in clinical supervision. Nursing Management (Harrow), 10(10), pp.23-27
 Kristofferzon, M.L., Mårtensson, G., Mamhidir, A.G. and Löfmark, A., 2013. Nursing students' perceptions of
clinical supervision: The contributions of preceptors, head preceptors and clinical lecturers. Nurse education
today, 33(10), pp.1252-1257.
 Lovric, R., Prlic, N., Zec, D., Pušeljic, S. and Žvanut, B., 2015. Students’ assessment and self-assessment of
nursing clinical faculty competencies: important feedback in clinical education?. Nurse educator, 40(5), pp.E1-
E5.
 Okoronkwo, I.L., Onyia-Pat, J.L., Agbo, M.A.E., Okpala, P.U. and Ndu, A.C., 2013. Students’ perception of
effective clinical teaching and teacher behaviour. Open Journal of Nursing, 3(01), p.63.
 Pront, L., Gillham, D. and Schuwirth, L.W., 2016. Competencies to enable learning‐focused clinical supervision:
a thematic analysis of the literature. Medical education, 50(4), pp.485-495.
 Reddy, S.G., Kogan, J.R., Iobst, W.F. and Holmboe, E.S., 2012. The ABIM’s clinical supervision practice
improvement module and its effect on faculty’s supervisory skills. Academic Medicine, 87(11), pp.1632-1638.

ThankYou