Critical Appraisal of Awareness in Clinical Supervision in Nursing

This report critically appraises six articles focusing on the application and significance of clinical supervision within nursing practice. The report emphasizes the importance of awareness, reflective practice, and feedback systems in enhancing patient care and fostering a multidisciplinary approach. Key themes include the impact of honest communication, challenges in clinical settings, and the value of self-assessment for both students and faculty. The analysis highlights the benefits of open feedback, the interdependence of honesty and challenge, and the role of clinical supervision practice improvement modules. Furthermore, it examines how student anxiety can be reduced through caring transactions, thereby influencing the level of awareness in clinical practice. The report concludes by underscoring the importance of establishing trust and cooperation in the working environment to promote a safe learning environment.

Running head: AWARENESS IN CLINICAL SUPERVISION
AWARENESS IN CLINICAL SUPERVISION
Name of the Student:
Name of the University:
Authors Note:

1AWARENESS IN CLINICAL SUPERVISION
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.
The clinical supervision, furthermore, has a multidisciplinary approach that could lead to the
faster treatment of the patient. The clinical supervision is a way to provide respect, give
reflection as well as give an emotional support to the patient. 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. In the following essay, there will be
critical appraisal of six articles which will be in relation to application and importance of
clinical supervision in the current domain of nursing practice.
Content
According to Pront, Gillham and Schuwirth (2016), 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. Therefore, in the current
scenario of nursing practice it is important to acknowledge the fact that reflection of values
along with better therapeutic use of self can give better recovery not only in the physical level
but also on the physical level of practice. Reflective thinking and feedback system could
improve the team work and also lead to multidisciplinary approach towards the clinical
practice. In the local context the importance of understanding and trust between the patients
is an important part of clinical supervision which has been covered thoroughly in this
assignment.
Critical Appraisal of the Article

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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 paper, further, suggests that non-
anonymous live out to the positive relationship when it comes to resident-to-faculty feedback.
The article was easy to read and understand the impact of feedback system.
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.
In terms of nursing practice it could be the fact that open feedback system can give timely
feedback when it comes to nursing which would improve the educational experiences. The
feedback system could improve the implementation of services as well make the nursing
practices better and efficient in terms of practice as well as clinical supervision. It will enable
to make effective as well as efficient decision making as well as consulting for the nurses, by
seeking multidisciplinary approach.
The feedback system can also influence the effect of awareness when it comes to the clinical
supervision. According to Kristofferzon et al. (2013), the clinical supervision and nursing, I
will enable the nursing students to measure the supervision effort provided by the facilitators
and also facilitate the overall learning experience for the nursing students.
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.

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The article clearly focused on the interdependence of honesty and challenge when it comes
to clinical practice and experience in terms of nursing. The paper is easily understandable
and comprehensible, the paper focuses on the awareness of clinical supervision and
challenges in relation to the honesty between the supervisee and the supervisor. The
importance of honesty has been greatly defined when it comes to patient care and
interdisciplinary approach of the health care workers along with nurses. 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.
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. The authors tried find the
American Board of Internal Medicine CS-IPM or clinical supervision practice module to
understand it facilitated as well effective in case of faculty’ skills and roles. The strength of
the paper is that the sample size was good around 644 faculty had completed the survey. The
article furthermore, was received positively and could frame their own observational skills.
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.

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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 focuses on the self-assessment in case of the competent clinical faculty. The
clinical supervision includes professional responsibility, self-confidence and good inter
personal communication skills. By the self-assessment method it could provide better
evaluation their respective teaching skills. The strength of the article lies in the findings that
the clinical faculty assessment and self-assessment, could provide a great tool for nursing
awareness and education. 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.
Assessment and self-assessment is an important tool when it comes to the nursing practice
and evaluation. According to Kajander-Unkuri et al. (2014), that graduating nurses can avail
self-assessment so that there is good competence. In the paper they have highlighted the
value of self-assessment along with knowledge based tests.
Cook, L.J., 2005. Inviting teaching behaviors of clinical faculty and nursing students'
anxiety. Journal of Nursing Education, 44(4), p.156.
The authors in this article have surveyed on baccalaureate senior as well as junior nursing
students. The article easy to read as well, comprehensible. 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). The participants were given three questionnaires,

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which included self-evaluation Questionnaire, a demographic data questionnaire and the
Clinical Teaching Survey. However, the survey proved to have negative correlation
between the student anxiety and inviting teaching behaviour. Moreover, the junior students
rated higher to the teaching behaviour than the senior students. The weakness of the article is
that the student anxiety is not related with the teaching behaviour with clarity.
In an article by Hutchinson and Janiszewski Goodin (2013), it was reported that during the
clinical experience the anxiety of the nursing student can be reduced by caring transaction,
this paper has provided clear link with the clinical supervision and learning in the nursing
practice. Therefore can influence the amount of awareness in the clinical practice.
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. It is understandable and easy to go
through the article as it has elaborately clearly the effect of clear and honest conversation
between the supervisor and supervisee. However, though the honesty and is an integral part
of nursing education, however, being honest and implementation of honesty can be
challenging and may not be always complemented with the same reflection.
Furthermore the article has described the influence of honesty in creating open and free
learning environment. The article describes the significance of the past relationship on the
current working environment and how it should be addressed with so that the supervisee and
the supervisor can work with congruency as well as integrity. The promotion of safe learning
and working environment which is based on contrast and to work with mutual agreement.

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This enable to inculcate the habit of honest practice in terms of clinical supervision and
patient relationship in the nursing practice and profession. As per Okoronkwo et al. in
agreement to 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.

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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.
Hutchinson, T.L. and Janiszewski Goodin, H., 2013. Nursing student anxiety as a context for
teaching/learning. Journal of Holistic Nursing, 31(1), pp.19-24.
Kajander-Unkuri, S., Meretoja, R., Katajisto, J., Saarikoski, M., Salminen, L., Suhonen, R.
and Leino-Kilpi, H., 2014. Self-assessed level of competence of graduating nursing students
and factors related to it. Nurse Education Today, 34(5), pp.795-801.
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.

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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.