An alternative training approach to clinical supervision: 2.
In this, the second of two articles focusing on the issue of training in clinical supervision, the alleged benefits of training students to be supervisees is highlighted. These are: a substantial reduction in training costs and time; a possible standardization of training; the creation of greater equality and intentionality in the working alliance; an increased student awareness and understanding that supervision is for their benefit; the sharing of values, ground rules, terms and aims between the supervisee/supervisor and the organization; a sense of comradeship between peers in a culture that is often described as having a sense of divide and rule; and a greater sense of team cohesion. The development of basic intrapersonal skills (e.g. reflecting on practice, choosing issues, asking for and using help appropriately) in a non-threatening forum is also of great benefit. The authors conclude that an educational model would include both theoretical and experimential components with the theory preceding the clinical supervision experience. Evaluation of this training could be carried out using a methodology similar to that used by Butterworth et al (1997) in evaluating the impact of receiving supervision.
Cutcliffe
J R
JR
Sheffield University/RCN Institute, Rotherham General Hospital.
Proctor
B
B
D002983:Clinical Competence; D015400:Clinical Nursing Research; D004509:Education, Nursing, Continuing / Q000379:methods*; D006801:Humans; D007318:Inservice Training / Q000379:methods*; D015402:Nursing Education Research; D009745:Nursing, Supervisory; D013338:Students, Nursing