The aim of the study was to describe the nature of clinical supervision and support provided to bridging program students in the clinical settings. Respondents pointed out that more time would make clinical supervision sessions longer and more effective.
CHAPTER ONE
- INTRODUCTION AND BACKGROUND TO THE STUDY
- PURPOSE OF THE STUDY
- RESEARCH OBJECTIVES
- RESEARCH QUESTIONS
- SIGNIFICANCE OF THE STUDY
- CONCEPTUAL FRAMEWORK
- Antecedent factors to be considered for effective clinical supervision
Some of the themes that emerged from Smith's (2000) study of clinical supervision indicated that nurses in clinical settings feel isolated and unsupported. The aim of this study is to describe the nature of supervision and clinical support provided to bridge program students in clinical settings in the Greater Durban area.
SUPERVISON Core of Clinical Outcomes of Clinical
Outcomes Environment
According to Hyrkas, (2002) the core of the clinical supervision process is described as continuous learning from experience, practice or problem solving, but also as an integration. The teaching-learning process during the clinical supervision process is described as having practice-oriented learning experiences, which consist of everyday experiences and are characterized by examinations (assessments) of one's performance in
CHAPTER TWO
- INTRODUCTION
- Models of Clinical Supervision
- The Growth and Support Model (Faugier1992)
- Proctor's Model of Clinical supervision
- Model of supervisory relationship
- Empirical Research on Clinical Supervision
- The Core of Clinical Supervision
- What are the nurses' perceptions ofthe elements of clinical supervision?
- Who should perform clinical supervision?
Integrative Approach Model (Hawkins and Shohet, 1989), Proctor's three-function integrative model of supervision, Severinsson's (2001) model of supervisory relationship and Smith's (2000) model of friendship in clinical supervision. Severinsson's (2001) model of clinical supervision is one of the newly published models in nursing that focuses on the supervision relationship.
CHAPTER THREE METHODOLOGY
- INTRODUCTION
- Research Approach
- Research Design
- VALIDITY AND RELIABILITY
- Reliability
- Ethical Considerations
The researcher intended to include students from the two private institutions because the students are mixed from different groups. There is a possibility that some of them will be supervised by a clinical supervisor who is not from their group and this will help the researcher to determine whether demographic differences have an impact on the clinical supervision process. Purposive sampling is sometimes referred to as judgmental sampling and involves the conscious selection by the researcher of certain subjects or elements to be included in the study (Bums & Grove, 1997).
The researcher selected every other student from the sampling frame to come up with this sample size. The researcher used questionnaires, documents and a critical incident to get more information about the phenomenon under study. Upon further analysis of the tool, in relation to the purpose of the study, the researcher identified the need to remove some items from this instrument and include new ones to ensure that the instrument was able to collect the necessary data in this study.
The researcher analyzed the documents outlining clinical learning objectives/outcomes for the students, and clinical supervision objectives/outcomes were used to guide the clinical supervisors. The researcher intended to determine whether each clinical supervision session had any formal objectives to be achieved during the teaching/learning process and to analyze the focus of those objectives (whether they are learner-centred, practice-oriented and whether they are the professional development of the learner). ). The researcher also conducted a pilot study to check the feasibility of the study and to detect problems with the instrument.
CHAPTER FOUR
INTRODUCTION
Results
- Distribution of participants by hospital
According to the conceptual framework used in this study, the age difference between the student and the clinical supervisor is an important factor to consider. According to the content of the contract, it is about 56% of the total number of participants. 114) stated that the objectives of clinical supervision were stated, out of 100% of participants, approximately 31% (64) were aware of the role of clinical supervisor, approximately 11% (25) of the total number of participants were aware of the role of students. and 2% (5) of all participants knew the supervisor-student relationship (see. The conceptual framework used in this study suggests that the availability and relevance of clinical learning experiences is one of the prerequisites for successful clinical supervision and learning.
In response to the statement about support in the department, 66% (80) received support from colleagues, 32% (39) received support from unit staff and no participant received support from the hospital coordinator, 3% did not respond to this statement, such as indicated in Figure 10. Respondents from College 3 were more likely to agree with the statement that the supervisor was never available when the students needed help, which was worded negatively, than respondents from College 2 (Figure 19). Although respondents from College 3 scored lower than the other two colleges on the statement that they learn from their manager's experiences, there was no statistically significant difference between the individual hospitals (Figure 20).
For the statement that the supervisor is very open to the students, the respondents from College 3 tended to disagree more than the College 2 respondents (Figure 23). Although the College 3 respondents disagreed more with the statement that the supervisor expands their knowledge base, there was no significant difference between any of the hospitals (Figure 24). At College 3, respondents disagreed more with the statement that clinical supervision improves the quality of care given to patients than at the other two hospitals; however, there was no statistically significant difference between the responses of the individual.
- Critical Incidences
- Academic support
- Emotional support
- Conclusion
Some of the participants indicated that they were able to obtain academic support from the unit staff if the needs arose. The unit staff made themselves available to teach students in the absence of the clinical supervisor. The student felt uncomfortable reporting this to the unit manager, but the unit manager noticed that this student had a problem and made herself available to teach the student.
However, some of the participants reported that they did not receive academic support because they were considered a burden by unit staff. Sometimes the unit was very short staffed and they were expected to function independently even when they needed some guidance. The attitude of the unit staff towards them when they asked to be taught something was very negative. About three of the participants reported being physically assaulted by patients who undermined them, but who changed their behavior when the qualified nurses cared for them. In two of these cases, department staff ... supported the students and intervened.
It was also clear from the participants' critical incidents that the emotional support they received was very limited, especially from unit managers. I planned to go into hiding, but then the other unit personnel begged the unit's sister. The unit manager appreciated the student's suggestion, and in this specific unit there is a list of requirements on the CVP trolley.
CHAPTER FIVE
Recommendations
Both the supervisor and the student must recognize that clinical supervision is a process and requires it. Initial training in clinical supervision should be provided to clinical instructors and department staff. It would be beneficial for the student who is in the second year of the program and for the first year student to build a supportive relationship, which would benefit the development of both parties.
A structured learning contract with agreed learning outcomes should be in place between the student and the supervisor. The use of a clinical supervisor emerged in this study, but it was not possible to determine the competence of trained nurse educators compared to those without a nursing education. It was also not possible to determine the adequacy of the preparation of qualified nurse educators in clinical teaching and supervision. Based on the researcher's experience as a trained nurse educator, the preparation of nurse educators for clinical teaching and supervision is very limited.
Very few nurse educators have an in-depth understanding of clinical supervision and teaching, from the planning phase through the curriculum development phase, identifying appropriate clinical facilities, negotiating a working partnership with clinical settings, planning for the actual supervision process clinical supervision, how to conduct clinical supervision and evaluate learning and expected outcomes of clinical supervision, including strategies to achieve expected outcomes. In this study, it is recommended that nursing education programs review this aspect and come up with learning experiences that prepare nurse educators for their role of clinical supervision. Practical experiences in most nurse educator programs focus on teaching theory and teaching in a demonstration room.
Conclusion
Begat, I, Berggren, I, Ellefsen, B, and Severinsson, E. 34; Styles of Australian nurse supervisors and their perceptions of ethical dilemmas in health care" InJournal ofNursing Management, Vol.
ABOUT YOURSELF
LENGTH OF TIME IN PRESENT NURSING PROGRAM
ABOUT YOUR SUPERVISOR
APPROXIMATE AGE IN YEARS D
WAS YOUR SUPERVISOR
AREA OF SPECIALITY
HOW OFTEN DO YOU HAVE CONTACT WITH YOUR SUPERVISOR DURING THE NORMAL WORKING ROUTINE
ROLE OF SUPERVISOR: TEACHER
ABOUT YOUR CLINICAL SUPERVISION SESSIONS
HOW OFTEN ARE TOUR SESSIONS
WHERE DO YOUR SESSIONS TAKE PLACE
ARE YOUR SESSIONS: ONE TO ONE BASIS
HOW LONG IS YOUR SESSIONS
CLIMATE: IS THERE SUPPORT FROM UNIT STAFF
IS THERE ANY FORM OF CONTRACT / AGREEMENT SIGNED BETWEEN YOU AND THE SUPERVISOR
IF YES DOES IT ENTAIL THE FOLLOWING
GOALS
Based on your experiences of receiving clinical supervision, please indicate whether you agree with the statements by ticking the number that best represents your answers.
RESEARCH ETHICS COMMITTEE UNIVERSITY OF
KWAZULU-NATAL
COPIES OF LETTERS REQUESTING PERMISSION
The title of my study is An Analysis of Clinical Supervision and Student Support in a Bridge Program in a Clinical Setting in the Greater Durban Area. I would like to collect data from 2nd year students who are in a bridge program from Registered Nurses to Professional Nurses. I have sent you a letter from the Ethics Committee of the University of Kwazulu Natal and a copy of my research proposal.
The title of my study is An Analysis of Clinical Supervision and Student Support in a Bridging Program in a Clinical Setting in the Greater Durban Area. I want to collect data from second-year students who are in the bridging program from registered nurses to professional nurses. I have sent you the University of Kwazulu Natal ethics committee letter and the Department of Health pension letter.
I have provided you with a letter from the Ethics Committee of the University of Kwazulu Natal as well as a letter of permission from the Department of Health. I have provided you with a letter from the Ethics Committee of the University of Kwazulu Natal as well as a letter of permission from the Department of Health.
RESPONSES FROM
KW AZULU-NATAL DEPARTMENT OF HEALTH
NURSING EDUCATION
INSTITUTIONS WHERE DATA WAS COLLECTED
REQUEST TO CONDUCT RESEARCH ON THE ANALYSIS OF CLINICAL SUPERVISION AND SUPPORT OF STUDENTS IN A BRIDGE PROGRAM IN THE CLINICAL ENVIRONMENT IN THE GREATER DURBAN AREA. Please note that you are authorized to conduct a research on the analysis of clinical supervision and support of students in a bridging program in the clinical setting in the greater Durban area.
MOBENI 4060
PROVINCE KWAZULUNATAL
TELEPHONE NO.: 031- ~8313/4
118 AFROX _COLLEG-E OF NURSING
NETCARE TRAINING ACADEMY KWA-ZULU NATAL
LETTER WRITTEN TO STUDENTS REQUESTING PERMISSION
UNIVERSITY OF
KWAZUlU-NATAl
