Professional supervision – supportingand developing your professional

identity

Dr Wendy H McIntosh PhDRGN, Grad. Dip. MH, MN

1 CNE PointsContinuing Nurse Education Pointsas part of Royal College of Nursing, AustraliaLifelong Learning Program (3LP)

This session has been Endorsed by APEC No. 060210229 as Authorised by Royal College of Nursing, Australia according to approved criteriaRoyal College of Nursing Australia recommends that nurses should aim to achieve 20 CPD points per year.

Objectives

• Discuss purpose of professional supervision• Demonstrate understanding of the term supervision• Demonstrate understanding different modes of

professional supervision• Discuss the history of professional supervision in health• Describe process of professional supervision• Reflect on stories from the field

and....

Invite reflection of how professional supervision may assist you in your practice (clinical, research, education)

Definitions

Supervision .. the act of watchingover the work or tasks of another whomay lack full knowledge of the concept at hand. Supervision does not mean control of another but guidance in work,professional or personal context (accessed 9/10/2011 supervision.askdefine.com)

Purpose of professionalsupervision

• develop clinical wisdom• deepen understanding of functioning of patient• allows dialogue between practicing professionals to enable further development of professional skills (Butterworth, 1994)

• facilitate the development of an increasing capacity to tolerate feelings born of “not knowing what to do” until something more clinically relevant begins to emerge (Bion, 1967)

• to create and provide an environment that permits and provokes the emergence of the supervisee’s spontaneity and creativity that will support them past their impasse (frustration, despondency, anger) so that they can re-enter the client’s system to do what they have to do with confidence (Fergus, 1989:2-20)

• interpersonal process where the supervisee can become more conscious of their own characteristic patterns of relating and through this process can also begin to see more clearly the characteristic dysfunctional patterns of how their clients relate and make interventions which address these in an integrated way (Eckstien & Wallerstein, 1958)

Four modes

administrative – mainly supervisor directed – supervisor decides what the supervisee should learn in order to be a safe practitioner

consultative - supervisee decides what needs to be learnt and consults with a colleague who takes up certain roles so that difficult matters might be thoroughly examined

educational – supervisor assists the supervisee to formulate an adequate conceptualization of the clients difficulty

therapeutic – focus is on the internal world of the supervisee – in this mode the supervisor is primarily a therapist focusing on the supervisory relationship itself (Fay 1993)

Clinical Supervision (CS)

Brunero & Stein-Parbury (2008). proposed that in CS theclinician reflects back on clinical experiences in order to recount them and deepen understanding and / or identify areasfor further improvement

Restorative

Normative

Formative (Proctor, 1987)

Effectiveness of CS

Restorative - ventilates thoughts & feelings, reduce levels of anxiety and conflicts, develop better interpersonal relationships and improve coping ability

Normative – developing strategies to manage professional accountability & quality issues, developing a stronger sense of professional identity & job satisfaction has been associated with decreased stress & decreased burnout

Formative - ^ knowledge, ^ self awareness, ^ creativity and innovation

Reflective not reactive

Objective

Understanding the Unspoken dynamic

Stories

Benefits - Individual

White et al, (1998) found that CS provided a“ structured opportunity to talk meaningfully to a trusted colleague about their circumstances at work” p629

Increased clinical insight,Increased personal confidence and stronger working relationshipsProfessional developmentSupportReflectionImprovements to standards of care (White & Roche, 2006)

Benefits - Organisation

Acknowledgment

Like to thank the work of Mike Consedine (1998) for his work and writing on professional supervision for psychiatric nurses in New Zealand and Australia. Your writing and commitment tosupervision has been an inspiration to me

References

Bion, W. (1967). A theory of thinking. In Second thoughts, selected papers on psychoanalysis. Heineman: London.Brunero, S., Stein-Parbury, J. (2008). The effectiveness of clinical supervision in nursing: an evidenced based literature review. Australian Journal of Advanced Nursing, 23 (3), 86-94.Butterworth, T. (1952). Clinical supervision as an emerging idea in nursing. In Butterworth, T., & Faugier, J. Clinical supervision and mentoring in nursing. Chapman & Hall: London. Consedine, M. (1998). Utilization of role theory in clinical supervision (1998) Thesis to the Board of Examiners of the Australian & New Zealand Psychodrama Association Incorporated Ekstein, R., & Wallerstein, R. (1958). The teaching and learning of psychotherapy. 2nd edition (1972). International Press: New York.

Fay, J. (1993). Lifetime psychotherapy sessions: The territory and the map. Presentation at plenary session of the New Zealand Association of Psychotherapists Annual Conference.ProctorWhite, E., Butterworth, T., Carson, J., Jeacock, J., & Clements, A. (1998). Clinical supervision: insider reports of a private world. Journal of Advanced Nursing, 28 (1), 185-192. White, E., & Roche, M. (2006). A selective review of mental health nursing in New South Wales, Australia, with particular reference to clinical supervision. International Journal of Mental Health Nursing, 15, 209-219.

Next 2 day workshop on professional boundaries:

Date: Nov 3rd & 4th

Venue: Davaar Consultancy 184 Patrick Street, Laidley, Qld. 4341

Download flyer from website:www.davaar.com.au

Resources

Want to access our new internet training tool on professional boundaries ?go to http://training.davaar.com.au/

Contact us: wendy@davaar.com.auWeb: www.davaar.com.auMobile: 0411 385 573