Clinical supervision for nurse teachers: the pertinent issues.
The emergence of clinical supervision in nursing is viewed with both enthusiasm and reservation. Professional growth of the nurse practitioner is envisaged through adopting this support framework, although concerns exist particularly in relation to the role of management in monitoring performance and standards. Most authors have attempted to reassure nurses by stressing the positive elements. Potential benefits include the development of self-learning and clinical skills through reflection using a supervisor. It is anticipated that the supervisee will retain ultimate control of the process. Implementation of clinical supervision in nurse education is being considered. The need for a formal method of support has not been identified by teachers. It is debatable whether a format similar to that for clinical practice would be appropriate when the role of the nurse teacher focuses mainly on academic rather than clinical issues. Supervision in nurse education may be accepted or rejected, but a decision cannot be reached until role and cost issues have been adequately addressed.
Institute of Health Studies, University of Plymouth, Exeter.
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Rodriguez
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Goorapah
D005181:Faculty, Nursing / Q000458:organization & administration*; D006801:Humans; D007587:Job Description; D009722:Nurse Practitioners / Q000458:organization & administration*; D009734:Nursing Faculty Practice / Q000458:organization & administration*; D009745:Nursing, Supervisory / Q000458:organization & administration*; D006113:United Kingdom