Clinical Supervision in Mental Health Nursing by Graham Sloan

By Graham Sloan

Nursing study has taken with comparing the effectiveness of medical supervision, yet there is still uncertainty as to what aspects of medical supervision are powerful in realising effectiveness.This booklet reviews on an research at the perform of medical supervision in psychological overall healthiness nursing. Incorporating 3 case experiences, it illuminates the reciprocal interactions among scientific manager and supervisee. whereas the e-book uncovers a few obstacles within the strategy of scientific supervision and gaps in psychological healthiness nurses’ point of competence in interpersonal relatives it presents a foundation for a extra serious method of this crucial part of specialist improvement.

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Some scholars, in developing their own frameworks, offer examples of further alternatives. Faugier (1998), for example, describes a growth and support model in an attempt to provide some guidelines to the characteristics of the supervisory relationship. Faugier argues that the role of the supervisor is ‘to facilitate growth and provide essential support to the practice of clinical excellence’ (Faugier, 1998, p. 25). It is essentially a guide for supervisors regarding the attitudes they express during CS.

Health visitors and mental health nurses, if engaging in CS to help them explore their relations with clients, may both equally benefit from a supervision model promoting this focus. It is nevertheless important that descriptions of other supervisory frameworks are available. Johns and Butcher (1993), Chambers and Long (1995), Fowler (1996c), Cutcliffe and Epling (1997), Driscoll (2000a) and Sloan and Watson (2002) describe a model based on Heron’s (1989) theoretical framework. Descriptions of the Six Category Intervention Analysis (Heron, 1989) in the context of nurses pursuing a counselling qualification (Cutcliffe and Epling, 1997; Chambers and Long, 1995), pursuing a degree (Chambers and Long, 1995), working in respite care (Johns and Butcher, 1993) and paediatric nursing (Devitt, 1998) have been published.

On my return from the course, I began to provide CS to some nurses. I also engaged in much discussion with colleagues regarding the implementation of CS in other areas of the service. The views of those participating in CS were mixed, inconsistent and contradictory, a trend that appeared to resonate in much of the nursing literature. In acknowledging the contrast between my own experiences of CS and those of colleagues and how it was being described in the nursing literature, I developed an interest in, and wanted to explore, what CS was being used for, how and who was providing it, how it was being practised and what sorts of issues would be discussed during CS.

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