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ABSTRACT Clinical supervision is a psychologically safe practice that aims to provide support and training for workers within the healthcare industry, including mental health nurses. Over the years, clinical supervision has been cited as a practice to improve workforce outcomes for both individual mental health nurses and the organisations they work in. The aim of this scoping review is to examine the evidence exploring the relationship between clinical supervision and workforce outcomes for mental health nurses. Twenty‐eight articles sourced from six databases were included in this study. The most frequently evaluated workforce outcomes were competence (n = 14), workplace culture (n = 13) and compassion (n = 7). Studies reported that the association between clinical supervision and workforce outcomes was predominantly positive, but there were mixed results for competence, workplace culture, job satisfaction and burnout. Details on the type of clinical supervision received by participants were limited, and most of the evidence included in this review included qualitative research and participants self‐reporting their perceived benefits from clinical supervision, as opposed to using validated instruments in experimental and/or longitudinal study designs. Organisations should be hesitant to implement mandatory clinical supervision within workplaces, as this could have the opposite effect on workforce outcomes for mental health nurses who are already time‐poor and overworked, as well as those who are indifferent or hostile to clinical supervision. [ABSTRACT FROM AUTHOR]

One of the primary functions of clinical supervision is to facilitate counseling skills development. The integrative developmental model (IDM) suggests specific challenges facing masters-level student counselors at each developmental level. For early student counselors, this includes heightened anxiety, perfectionism, and struggles with self-concept and wellness. We propose using vision boards as a supervision tool to address these developmental challenges through creative arts-based interventions. The process of engaging in creative arts-based supervision decreases supervisees’ anxiety and increases self-awareness, perspective-taking abilities, and cognitive complexity, making personal growth more accessible. Vision boards visually represent student counselor growth and development and function as a means to document student counselor progress for evaluation and gatekeeping purposes. A case study is presented to explore the application of the vision board within the framework of the IDM. Finally, implications and limitations are discussed. [ABSTRACT FROM AUTHOR]

The article discusses a cross-sectional study conducted in Greece to assess dermatologists-venereologists' awareness, vigilance, and attitudes towards LGBT individuals. The study utilized the LGBT-Development of Clinical Skills Scale (DOCSS) questionnaire to evaluate participants' preparedness, attitudinal awareness, and basic knowledge. Findings suggest that while dermatologists-venereologists feel moderately prepared to handle LGBT-related concerns, there is room for improvement in addressing healthcare disparities and reducing prejudice. The study highlights the importance of integrating LGBT-oriented training into medical education programs to enhance care for the LGBT community. [Extracted from the article]

Introduction and Aims Method Findings Conclusions Secondary school‐based counselling (SSBC) is used widely throughout the United Kingdom (UK) as an early mental health intervention, and clinical supervision is necessary for its safe and effective practice. Currently, there does not exist a body of research to inform best practice in this area of supervision. The purpose of this study was to explore the supervisory requirements of the experienced secondary school‐based counsellor and what best practice looks like.This study used situational analysis constructivist grounded theory methodology to explore and develop a grounded theory of best practice in supervising the experienced secondary school counsellor in the UK. The descriptions of best practice were examined from the interviews of 17 experienced secondary school counsellors and/or supervisors.From the data emerged one core category (‘a good fit’) which encapsulated four theoretical categories (‘the supervisory relationship’, ‘understanding the working context’, ‘safeguarding’ and ‘the shared supervisory journey’). The study indicates that the supervisor needs an understanding of the unique context of the secondary school as a therapist's working environment in order to support the supervisee with often complex work. There needs to be an awareness of how elements from within the school and/or counselling agency can impact on the supervision regarding boundaries, trust and containment so they do not impact the supervision in a detrimental way.Supervisor and supervisee need a shared understanding of the nature of supervision within this context for it to be a ‘good fit’ for both. This has implications for supervision training and the externality of supervision within this context. [ABSTRACT FROM AUTHOR]

Objectives Design Methods Results Conclusions The study aimed to (1) determine if a variety of workplace and supervision factors predict clinical supervision effectiveness; and (2) establish if clinical supervision effectiveness predicts burnout, amongst a variety of mental health staff (medical, allied health, and nursing staff).The study adopted a multicentre cross‐sectional online survey design.Participants included 204 mental health staff (89 allied health staff, 81 nursing staff, and 34 medical staff). The Manchester Clinical Supervision Scale (MCSS‐26) was used to measure clinical supervision effectiveness, and the Maslach Burnout Inventory (MBI‐HSS) was used to measure burnout. Linear regression analyses and multiple regression analyses were conducted.The main findings suggested that supervision frequency, supervision duration, choice of supervisor, workplace setting, and supervisee profession, were all significant predictors of clinical supervision effectiveness. Additionally, clinical supervision effectiveness was a significant negative predictor of burnout.Workplace and supervision factors should be considered in supervision practice across professional groups. Policies need to promote effective clinical supervision practice. [ABSTRACT FROM AUTHOR]

ABSTRACT Aim(s) Design Methods Data Source Results Conclusion Implications for the Profession and/or Patient Care Reporting Method Patient or Public Contribution To describe the characteristics and perceived effectiveness of clinical supervision mental health nurses are receiving and further explore any statistical correlations between the perceived effectiveness and satisfaction with the supervisee, supervisor and supervision characteristics.A cross‐sectional survey.An online survey was distributed to nurses working in public mental health services in Victoria, Australia. A universal recruitment approach was used, and 422 nurses participated in the survey. Of these, 220 nurses who are participating in clinical supervision were eligible for the MCSS‐26 survey.A licensed MCSS‐26 questionnaire.Mental health nurses in the studied environment were likely to receive individual supervision from a senior mental health nurse, with the most common frequency being monthly for 31–60 min, and half receiving it within their workplace location. Half of the participants chose their own supervisor. Our findings indicate that nurses who engage in clinical supervision outside of their immediate workplace and receive individual supervision from a nurse of the same grade perceive higher effectiveness. We also found that clinical nurses may find it most difficult to engage in effective clinical supervision due to time constraints.This study uniquely contributes to the current clinical supervision literature by reporting the uptake and detailed characteristics of supervision, a facet often overlooked in existing research.This study reported the characteristics of the supervision, supervisor and the supervisee that are associated with the effective clinical supervision. These insights can lead to tailored implementation strategies that consider the specific roles and settings of nurses.CROSS (Sharma et al. 2021).No patient or public contribution. [ABSTRACT FROM AUTHOR]

The author examines the marginalization of Jewish identities in multicultural clinical education and supervision amid rising antisemitism in the U.S., proposing the use of cultural democracy to address these issues. He critiques the erasure of Jewish identity due to the neglect of Jewish backgrounds in key theories and inaccuracies in clinical literature. He further underscores the importance of Jewish cultural considerations, including accommodating Jewish practices such as holidays, Sabbath observance, mourning customs, and dietary laws, while advocating for flexibility and sensitivity. Finally, he addresses considerations when supervisees experience antisemitism from a person at the center of a clinical encounter. [ABSTRACT FROM AUTHOR]

This paper is a theoretical research-based reflection on the process of clinical supervision. It presents two case study projects focusing on the occurrence and use of the script system and the process of change and assimilation of the problematic script material during supervision. One of the cases is an experienced therapist, "Sarah," and the other is a novice, "Adam," both of whom were supervised by an experienced TA supervisor. The authors offer a discussion on the prevalence of script themes within the supervision process and ways of working with them while respecting the supervisory relationship, the level of supervisees' experience, and the teach/treat boundary. They also reflect on the occurrence of the parallel process and its implications. This led to the development of the script system model and the addition of a relational field between the supervisor and the supervisee that can be used as a supervisory tool. [ABSTRACT FROM AUTHOR]

The editorial in the Transactional Analysis Journal discusses a recent event where educators gathered to deconstruct TA theory and explore new ideas. The coeditor reflects on their time with the journal, highlighting the impact of global events on their work. The editorial introduces articles on topics such as power dynamics in the classroom, trauma-informed work, and treatment-resistant depression. These articles aim to expand TA theory and offer practical tools for working with clients. The editorial encourages readers to engage with the diverse perspectives presented in the journal. [Extracted from the article]

Surveys repeatedly suggest inadequate psychological support for people with Parkinson's disease (PD). However, absence of official service or workforce statistics obscures our understanding of current service provision. The aims of this study were to provide the first formal evaluation of UK PD psychological services and identify any development needs. An online survey was distributed to clinical psychologists who were members of relevant professional groups and/or working in neurology centres. A total of 45 clinical psychologists responded to the survey. Respondents saw a mean of 19 PD patients in a year with marked variation in numbers seen and services offered, particularly between the different nations. There was limited integration with the multidisciplinary team and inclusion of carers. This may reflect inadequacies in professional training and supervision, as well as a lack of funding. Improved clinical guidelines, enhanced professional training and a better network for clinical supervision are now critical. [ABSTRACT FROM AUTHOR]

Aims: Explore perspectives of steering group members and external clinical supervision facilitators of developing and establishing peer group clinical supervision. Background: The climate of healthcare is complex which can lead to staff burnout and challenges to practice. Clinical supervision is suggested as an approach to managing and leadership of such complexities. Design: Qualitative descriptive. Methods: Focus group interviews with 19 members of the peer group clinical supervision steering groups and individual interviews with five external clinical supervision facilitators from the Western region of Ireland were conducted. Data analysis followed Elo and Kyngäs' content analysis method, involving preparation, organising and reporting, to extract meaning and identify patterns from the qualitative data collected. Results: Developing peer group clinical supervision practice requires, clarity of purpose and function that address the pros and cons of clinical supervision. Organisational leadership is required to support and release staff for peer group clinical supervision and peer group clinical supervisors need to be credible and have a level of expertise in practice. When prepared and supported, the aspects of confidence, leadership, personal development and resilience develop. Conclusion: Peer group clinical supervisors need training and ongoing continual professional development for their role, scope of practice and responsibilities. Sustainability rests on staff awareness and familiarity with the purpose and format of peer group clinical supervision and the regularity of sessions. Implications for the profession and/or patient care: Peer group clinical supervision is a means of supporting improvement of patient care delivery while in parallel supporting personal and professional development of staff, building resilience in the workplace. Impact: This study explored the implementation of peer group clinical supervision for staff across nursing and midwifery disciplines. It found that implementing peer group clinical supervision had a positive impact on staff well‐being and morality and on patient care delivery. These findings influence healthcare service providers in implementing peer group clinical supervision in a sustainable way enabling nurses to continue working in complex healthcare environments delivering safe person‐centred care. Reporting method: The qualitative reporting guidelines Standards for Reporting Qualitative Research (SRQR) were followed. Patient or public contribution: Patient/public involvement was addressed in this study by staff, managers, planners, directors, leaders and educationalists being involved at all stages of the study (concept, design, analysis and reporting). [ABSTRACT FROM AUTHOR]

Although the use of telesupervision (technology-assisted supervision) is increasing in line with trends in digital health, this remains to be an under-researched area. This systematic review sought to evaluate the current state of knowledge about counsellors', psychotherapists' and psychologists' perspectives and experiences of receiving clinical supervision online, and to determine specific gaps in the literature. Five themes emerged within the literature review: comparison of telesupervision with in-person supervision; challenges of telesupervision; benefits of telesupervision; components of effective telesupervision and supervisor characteristics. Overall, evidence suggests that supervisory relationship is the key factor in quality and efficacy of supervision, regardless of delivery modality. Recommendations are made for practice, including training both supervisors and supervisees in telesupervision, and future research directions are discussed. [ABSTRACT FROM AUTHOR]

This study explored the delivery of Bernard's Discrimination Model (DM) in a post-masters agency setting and what supervisors did under varying conditions as they applied the model. Researchers examined the relationship between the frequency of application for the four DM foci and three supervision roles. Utilization of supervision interventions related to DM was also explored. Sixty-six (66) master's-level mental health clinicians [half fully licensed, half provisionally licensed] were assessed using a multi-rater observational approach. Results revealed that clinical supervisors worked with the majority of clinicians on the focus of skills, and supervisors spent most of their time within the teaching and counseling roles. General patterns of use by supervisory interventions were that Interpersonal Process Recall (IPR) and micro-training were utilized the most frequently, with structuring and role play utilized less so. Chi-square analyses indicated significant differences in expected use of interventions by foci and roles. Implications are included. [ABSTRACT FROM AUTHOR]

The Remote Vocational Training Scheme (RVTS) is a program funded by the Department of Health and Aged Care to train general practitioners in rural, remote, and First Nations communities. The RVTS focuses on more remote locations and uses a unique remote supervision model to support doctors in isolated areas. The program requires doctors to continue working in the same practice while completing three to four years of training, aiming to reduce workforce turnover in underserved areas. The RVTS has grown over time and predominantly enrolls international medical graduates, providing a unique training and support model for doctors in challenging settings. [Extracted from the article]

Supervision and the supervisory role are essential aspects of clinical training and represent a distinct area of competency within clinical psychology. While guidance documents exist for clinical supervision, there is limited guidance regarding forensic assessment supervision, despite the recognition of forensic psychology as a specialty warranting its own set of unique principles and specialty-specific competencies. Although there is substantial overlap between clinical and forensic assessment supervision, significant differences also exist which can have a great impact on the nature of forensic assessment supervision. This article uses established principles, training, and practice considerations within the field of forensic psychology to highlight the core distinctions between clinical and forensic assessment supervision. [ABSTRACT FROM AUTHOR]

Background: To explore perspectives of work readiness, including readiness to work rurally, among health students trained in Australia during the COVID-19 pandemic. Methods: Participants were allied health, medicine, and nursing students in the later years of their degree (third, fourth or final year of an undergraduate entry to practice degree, or second year of postgraduate entry to practice degree), where training is clinically immersive. These students had completed a University Department of Rural Health facilitated rural and remote placement between January 2021 and October 2022. They participated in a cross-sectional online survey (n = 426), comprising Likert-scale questions. Interested survey respondents participated in a semi-structured interview (n = 34). Multiple logistic regression was conducted to examine the predictors of work readiness within the survey, and interview data was analysed via reflexive thematic analysis. Results: Among survey respondents, 69.7% felt they would be ready to be a health practitioner when the time came to graduate and 71.8% felt clinically prepared to work in a rural location. Concerns about having developed enough clinical skills on placements to competently practice on graduation and being able to continue studying their course during the pandemic were both predictive of work readiness and feeling clinically prepared to work rurally. Four themes reflecting factors impacting work readiness were developed from interview data: (1) 'I'd estimate probably a 20–30% reduction in face-to-face handling practice over the course of all of my placements' encompassed student concerns regarding the collective impact of cancelled placements and lower patient attendance at healthcare facilities on clinical skill development; (2) 'Two and a half years of sitting behind a computer' related to student experiences of superficial learning and cohort disconnectedness due to online course delivery and loss of on campus simulations; (3) 'I'll still need like a lot of support in my grad year' related to students recognising the need for support and supervision post-qualifying to bridge the gaps in their learning; and (4) 'We are the COVID nurses' encompassed student recognition of skills gained including communication skills, competence with technology and telehealth, knowledge of infection control, and work readiness skills (e.g. adaptability and resilience) as a result of training during the global pandemic. Conclusions: Universities can support work readiness during pandemic circumstances by fostering clinical skills development through continuation of quality placement experiences and face-to-face curriculum delivery. Although health graduates trained during the pandemic are likely to have a range of additional work ready skills, health services will need to proactively support their transition into the workforce in the coming years. [ABSTRACT FROM AUTHOR]

Introduction Methods Results Conclusions Routine outcome monitoring (ROM) enables data‐informed decision‐making in mental health care, yet its implementation presents both benefits and challenges. To date, the literature on the perception of ROM implementation has extensively focussed on therapists and clients; hence, there is limited information available about the perceptions of supervisors in services that provide training for psychological interventions.This qualitative study explored supervisors' expectations and experiences with a web‐based ROM system in a university psychotherapy service. Through semi‐structured interviews and framework analysis, two senior clinical supervisors' perspectives were examined before and after ROM implementation.Expectations highlighted the need for clinically useful information, adaptability and user‐friendly interfaces. Supervisors anticipated using ROM data for case analysis, training and institutional learning. Following the implementation, supervisors recognised the system's utility in case supervision, enhancing understanding and facilitating learning processes. Perceived challenges included the potential misuse of information, client resistance and technological issues, underscoring the importance of ongoing communication and training during the implementation process. Additionally, supervisors provided some recommendations, such as enhancing system usability, providing comprehensive training, improving client engagement, refining data collection methods and conducting ongoing evaluation of the implementation process and promoting effective communication with clients.These findings align with previous research, emphasising the significance of system adaptability and user‐friendliness for effective ROM utilisation. Supervisors play a crucial role in fostering collaboration, providing feedback and integrating ROM into supervision. Overall, these insights contribute to refining our ROM implementation processes, as well as guiding future ROM adoption in similar centres interested in involving supervisors. [ABSTRACT FROM AUTHOR]

The aim of the study was to determine the influence of attitude toward clinical supervision on the level of implementation of the clinical supervision and teaching performance. This quantitative study employed a descriptivecorrelational design to present static depictions and establish relationships between variables, while utilizing reflective thematic analysis to explore challenges in clinical supervision from teachers' perspectives. Stratified random sampling was used to select the 141 teacher-respondents calculated through raosoft online sample size calculator. Data were gathered through survey questionnaire. Results revealed that teachers consistently exhibited a positive attitude toward clinical supervision viewing it as a supportive mechanism for professional growth. In terms of clinical supervision, findings indicated a consistently high level of implementation across there stages; pre observation, actual observation and post-observation. Rating sheets of the teachers reflected outstanding performance by teachers across various indicators. Analysis of teachers' attitudes toward clinical supervision based on their profiles showed only significant differences in terms of position. Analysis of teachers' performance showed no significant differences based on school assignment, educational attainment, length of service or teacher positions. Findings revealed that there is a significant positive relationship between teachers' attitudes toward clinical supervision and teachers' teaching performance. The simple regression analysis indicated a significant influence of teachers' attitude on the level of clinical supervision implementation as well as between teachers' attitude and teachers' performance. In order to maximize the role that clinical supervision may play in promoting educational excellence, the study emphasizes the importance of positive attitudes and the successful implementation of clinical supervision in nurturing teachers' professional development and helping them overcome challenges. Promote continual improvement in education through training, funding, and collaboration, while advocating for leadership support and targeted training in clinical supervision. [ABSTRACT FROM AUTHOR]

Background: The handover process is a vital part of patient safety continuity, particularly conducted between nurses at the end of shifts. Nurses often face challenges in handover due to a lack of self-efficacy and inadequate communication skills. The clinical supervision model, by providing emotional, educational, and organizational support, aids in skill acquisition and instills confidence. Objective: This study was conducted to investigate the effect of the clinical supervision model on nurses' self-efficacy and communication skills in the handover process within medical and surgical wards. Method: This experimental two-group (pre-and post-test) study was conducted in 2024 at selected hospital affiliated with Isfahan University of Medical Sciences, Isfahan, Iran. Convenience sampling was used, and participants were randomly assigned to either the intervention or control group. Data were collected using the ISBAR communication checklist, communication clarity, the Sherer General Self-Efficacy Scale (GSES), the Visual Analog Scale (VAS) for handover self-efficacy, and the Manchester Clinical Supervision Scale (MCSS). The clinical supervision model and routine supervision were implemented in six sessions for the intervention and control groups, respectively. Data were analyzed using SPSS version 16, employing independent t-tests, covariance analysis, paired t-tests, chi-square tests, and repeated measures ANOVA with a significance level of p < 0.05. Results: No significant differences were observed between the intervention and control groups in terms of baseline characteristics. Inter-group analysis indicated that there were no significant differences in the scores of self-efficacy, ISBAR, and communication clarity between the control and intervention groups before the intervention (P > 0.05). According to the intra-group analysis, the ISBAR and communication clarity scores in the intervention group significantly increased over time (p < 0.001), whereas no such increase was observed in the control group. The intervention group showed a significant increase in general self-efficacy (p < 0.001) compared to the control group. Although both groups showed a significant improvement in handover self-efficacy, the mean scores of the intervention group were higher than those of the control group (p < 0.001). The mean score of the Manchester Clinical Supervision Scale in the intervention group was 128.98, indicating the high effectiveness of implementing the clinical supervision model. Conclusion: The findings indicated that the use of the clinical supervision model improves self-efficacy and communication skills in the handover process of nurses in medical and surgical wards. Therefore, it is recommended to use this model in handover training to enhance the quality of care and improve patient safety. [ABSTRACT FROM AUTHOR]

Background: The introduction of the COVID-19 vaccine influenced discussions to explore integrating COVID-19 vaccination into routine immunization (RI) programs. Subsequently, the WHO Strategic Advisory Group Experts (SAGE) on immunization plausibly advised countries to leverage the COVID-19 vaccination rollout as a transformative opportunity to establish a resilient immunization system, through an integrated immunization system, resulting in strengthened primary healthcare services. Objective: This study assessed the enablers and barriers to integrating COVID-19 vaccination into the routine immunization programme in Ekiti state, Nigeria. Methods: This study utilized a qualitative research approach to obtain information from 40 participants selected purposively across the primary healthcare facilities, LGA, and state levels. A three-tier approach was employed to select the LGAs. At the same time, In-depth interviews were conducted to elicit relevant information on the assessment of enablers and barriers to integrating COVID-19 vaccination into routine immunization through an interview guide. All the audio interview files were transcribed into English Language, coded, and presented using a thematic approach. Results: A total of 40 healthcare workers across Ekiti state were selected to participate in this study. Our study found the enablers of integrating COVID-19 into routine immunization to include demand generation and social mobilization, health education, health workers training, data validation, financing, and supervision. However, rumors, demand for incentives, Adverse Events Following Immunization (AEFI), manpower shortage, poor internet network services, and bad road networks were reported as barriers to integrating COVID-19 vaccination into routine immunization in Ekiti state. Conclusion: While the enablers of integrating COVID-19 vaccination into routine immunization may outweigh its barriers, it is pertinent to know that the efforts towards integrating COVID–19 vaccination in the RI Program is a call to all stakeholders to ensure sustainability. The identified barriers in the study must be addressed to ensure a strengthened health system. Therefore, achieving a successful integration and uptake of vaccination/immunization is anchored on driving demand generation, social mobilization, health education, availability of healthcare workers, integrated supervision, and financing. [ABSTRACT FROM AUTHOR]

Background Aims Materials & Methods Results Conclusions Clinical supervision, also known as consultation, is a key component of professional growth for psychotherapists, often involving activities like case discussions or practical exercises. However, the extent to which the content of supervision follows practice guidelines and whether supervision meets the preferences of psychotherapists is largely unclear.This study aimed to understand what psychotherapists prefer to do in clinical supervision and contrast that to what their supervision comprises. A secondary aim was to explore whether there were any differences in preferred activities between psychotherapists with different background variables, such as profession and training, and to examine associations between activities, supervision satisfaction and effectiveness.Psychotherapists (N = 243, 84% women, mean age 46.3 years, SD = 10.6) completed an online survey regarding their supervision preferences and actual supervision activities.The psychotherapists reported that formative activities, such as concrete exercises, discussing recorded material and modelling, were significantly more preferred than they were occurring in clinical supervision. The activities of teaching, modelling and discussions on emotional reactions, which are more associated with restoration, were associated with supervision satisfaction and competence. Psychotherapists with a cognitive behavioural therapy orientation preferred more active learning activities than other psychotherapists.Overall, neither the preferred nor the actual activities aligned with existing guidelines for supervision practices. Still, the therapists reported a preference for more experiential learning activities rather than more verbal activities. [ABSTRACT FROM AUTHOR]

Burnout among psychotherapists is a pervasive challenge affecting both professional well-being and client care. This study aims to explore the experience of burnout among integrative psychotherapists and examine the strategies they employ to cope with this phenomenon. Interviews were conducted with 17 integrative psychotherapists, and the data were analyzed using Braun and Clarke's six-step thematic analysis. Through this analysis, two themes were identified: (1) work-related pressures and burnout manifestations and (2) strategies for maintaining optimal functioning. Fatigue, headaches, challenges in decision-making or session planning, numbness in the form of paralysis, and disconnection from clients emerged as primary symptoms, impacting therapeutic efficacy. Participants' intense sense of responsibility toward clients and their self-worth validation through client progress intensified burnout risks, particularly among novices. Personal therapy and clinical supervision emerged as pivotal in mitigating burnout, offering support, and enhancing therapist resilience. Additionally, peer support and organizational interventions were deemed crucial during crises, emphasizing the need for structured support systems within professional bodies. These findings contribute to a deeper understanding of burnout in psychotherapy and highlight the need for targeted interventions to enhance professionals' resilience and sustain effective client outcomes. [ABSTRACT FROM AUTHOR]

Abstract\nLAY SUMMARYIn this essay, we argue that the 7-eyed model of clinical supervision (as well as most models in psychotherapy) are in need of “queering.” What we mean by “queering” is to make the model adaptable to the wider work with gender, sex, sexuality, erotic, and relationship diversities (GSERD) in clinical supervision. It is applicable to supervisors and/or supervisees and the clients who identify outside the societal heteronormative, mono-normative, and cisgenderist norms. Psychotherapy and psychology, and by extension, clinical supervision, have been criticised for being white, middle-class, heteronormative, and euro-centric. This article will provide a framework and guidance for clinical supervisors on how to adapt the 7-eyed model to diverse populations.The field of psychotherapy is generally embedded in white and heteronormative assumptions. These assumptions also apply to clinical supervision. This paper explains how we can adapt the 7-eyed model of clinical supervision to be more effective for clients and supervisees who are outside of the societal norms and marginalised, to foster an anti-oppressive practice. [ABSTRACT FROM AUTHOR]

Background: Chinese patentmedicines are specialty preparations in China that are produced using traditional prescriptions processed by modern pharmaceutical technology. They contain complex ingredients and much attention is paid to their clinical safety. Demonstrating the clinical safety of Chinese patent medicines containing toxic ingredients in modern pharmacological studies has become one of the urgent issues to be solved for the safe use of clinical medicines. Objectives: The aim of this research is to evaluate the safety of Chinese patent medicines containing toxic ingredients by applying the risk-benefit assessment method. Additionally, a database of 'toxic ingredients-toxic Chinese herbal medicines-adverse reactions' will be established to explore the relationship between toxic ingredients and adverse reactions. This will lay the foundation for the rational clinical use of Chinese patent medicines containing toxic ingredients. Methods: 1) Establish a database of 'toxic Chinese herbal medicines-toxic ingredients-toxic Chinese patent medicines' to count the Chinese patent medicines containing toxic ingredients in the 2020 edition of Chinese Pharmacopoeia. 2) Filtered the clinical studies, extracted the drug-related ADEs, and analyzed the characteristics and correlations of these ADEs. 3) Finally, this section summarizes the causes of ADEs related to Chinese patent medicines containing toxic ingredients and extracts the main risk factors to provide a reference for further study. Outcomes: 1) There are four main types of Chinese patent medicines containing toxic ingredients. These include medicines with diester aconitine metabolites, mineral composition, Araceae metabolites, and hydrogen cyanide. 2) Digestive system, skin and its appendages, and allergic reactions were the main types of ADEs related to four types of Chinese patent medicines containing toxic ingredients. 3) There are four primary risk factors associated with the clinical use of Chinese patent medicines containing toxic ingredients: medicine, medication, individual and regulatory factors. [ABSTRACT FROM AUTHOR]

Background: Providing positive and supportive environments for nurses and midwives working in ever-changing and complex healthcare services is paramount. Clinical supervision is one approach that nurtures and supports professional guidance, ethical practice, and personal development, which impacts positively on staff morale and standards of care delivery. In the context of this study, peer group clinical supervision provides allocated time to reflect and discuss care provided and facilitated by clinical supervisors who are at the same grade/level as the supervisees. Methods: To explore the clinical supervisor's experiences of peer group clinical supervision a mixed methods study design was utilised within Irish health services (midwifery, intellectual disability, general, mental health). The Manchester Clinical Supervision Scale was used to survey clinical supervisors (n = 36) and semi-structured interviews (n = 10) with clinical supervisors were conducted. Survey data were analysed through SPSS and interview data were analysed utilising content analysis. The qualitative and quantitative data's reporting rigour was guided by the CROSS and SRQR guidelines. Results: Participants generally had a positive encounter when providing clinical supervision. They highly appreciated the value of clinical supervision and expressed a considerable degree of contentment with the supervision they provided to supervisees. The advantages of peer group clinical supervision encompass aspects related to self (such as confidence, leadership, personal development, and resilience), service and organisation (including a positive working environment, employee retention, and safety), and patient care (involving critical thinking and evaluation, patient safety, adherence to quality standards, and elevated levels of care). Conclusion: There are many benefits of peer group clinical supervision at an individual, service, organisation, and patient level. Nevertheless, there is a need to address a lack of awareness and misconceptions surrounding clinical supervision to create an environment and culture conducive to realising its full potential. It is crucial that clinical supervision be accessible to nurses and midwives of all grades across all healthcare services, with national planning to address capacity and sustainability. [ABSTRACT FROM AUTHOR]

An emerging practice amongst lawyers in England and Wales is the use of clinical supervision, as used by counsellors and psychotherapists. This is a very different type of supervision to that traditionally used by lawyers. It is reflective and relational in nature. It aims to support safe, competent and ethical practice, and to contribute to sustainability, support and resilience including in relation to vicarious trauma and burnout. This study uses interviews with lawyers who are using clinical supervision to understanding why it is being sought, how it might be working and what its impacts are. The interviews provide an opportunity to examine interpersonal dynamics of lawyering. The study explores how supervision allows lawyers to develop their understanding of themselves in relation to others, their boundaries and legal professional skills, and how supervision can contribute to the best interests of the client, and to a lawyer’s career sustainability and wellbeing. [ABSTRACT FROM AUTHOR]

Clinical supervision is of great importance for clinical psychologists working in the field to improve their professional experience. It allows therapists to meet regularly to discuss and review their knowledge, achievements, and practice with an experienced supervisor. Supervision contributes to therapists learning how to use their practice skills competently by facilitating clinicians to develop their practice skills and acquire professional attitudes throughout their careers that form the basis for ethical practice. Ethical principles and regulations guide psychologists to deal with the difficulties and dilemmas they may experience during supervision. This review aims to examine the ethical issues involved in supervision practices in clinical psychology and to discuss the ethical issues that supervisors and supervisees in this field face during the supervision process. The topics examined include professional and cultural competence, responsibility and roles, informed consent, record keeping and documentation, evaluation and feedback, multiple relationships, sexual relationships and boundaries, emergencies and availability, ending the supervision process and terminating the professional relationship, and problems encountered in supervision. The dilemmas supervisors and supervisees face are discussed in order to conduct the supervision relationship ethically. [ABSTRACT FROM AUTHOR]

Physiotherapy plays a crucial role in the rehabilitation of damaged or defective organs due to injuries or illnesses, often requiring long-term supervision by a physiotherapist in clinical settings or at home. AI-based support systems have been developed to enhance the precision and effectiveness of physiotherapy, particularly during the COVID-19 pandemic. These systems, which include game-based or tele-rehabilitation monitoring using camera-based optical systems like Vicon and Microsoft Kinect, face challenges such as privacy concerns, occlusion, and sensitivity to environmental light. Non-optical sensor alternatives, such as Inertial Movement Units (IMUs), Wi-Fi, ultrasound sensors, and ultrawide band (UWB) radar, have emerged to address these issues. Although IMUs are portable and cost-effective, they suffer from disadvantages like drift over time, limited range, and susceptibility to magnetic interference. In this study, a single UWB radar was utilized to recognize five therapeutic exercises related to the upper limb, performed by 34 male volunteers in a real environment. A novel feature fusion approach was developed to extract distinguishing features for these exercises. Various machine learning methods were applied, with the EnsembleRRGraBoost ensemble method achieving the highest recognition accuracy of 99.45%. The performance of the EnsembleRRGraBoost model was further validated using five-fold cross-validation, maintaining its high accuracy. [ABSTRACT FROM AUTHOR]

Background: The demand for physiotherapy student clinical placements is increasing in many countries, including Australia, and there is continued reliance on physiotherapists to assume the student clinical educator role. Exploring factors influencing physiotherapists' decision to be involved in clinical education is essential to maintaining and building clinical education capacity for the future. Objective: To explore factors influencing Australian physiotherapists' decision to be involved in student clinical education. Methods: A qualitative study using data collected from a valid and reliable online survey tool. Respondents were physiotherapists representing public and private workplaces across varied geographical settings in Australia. Data were thematically analyzed. Results: Surveys were completed by 170 physiotherapists. Most respondents were employed in hospital (81/170, 48%) and private (53/170, 31%) settings in metropolitan locations (105/170, 62%). Six themes representing factors influencing physiotherapists' involvement in student clinical education were identified, including perceptions of: professional duty, personal benefits or gains, suitability of workplace, support requirements, role related challenges, and readiness to be a clinical educator. Conclusion: Many factors influence physiotherapists' decisions to assume the clinical educator role. This study could assist clinical education stakeholders to provide practical and targeted strategies to overcome challenges, and optimize support, for physiotherapists in the clinical educator role. [ABSTRACT FROM AUTHOR]

This paper reflects the legacy of Jeremy Safran's application of Buddhist principles to clinical practice and supervision. The rebirth of his life and work in the clinical work and supervision of his students is examined. The paper explores transformation or enlightenment in cyclical spaces of loss and suffering or samsara. [ABSTRACT FROM AUTHOR]

This paper is a case study of clinical supervision to support early childhood leaders in times of a natural disaster. The case is of five Directors working in long day care services in regional New South Wales, and their Manager, following catastrophic flooding in the region. Data were gathered through individual interviews and thematic analysis conducted. The paper summarises the emotional and professional burdens experienced by the participants as a result of the flood. The case study identifies the benefits of clinical supervision for these leaders’ personal wellbeing and professional practice during natural disaster, and highlights the need for clinical supervision to be delivered by skilled, trauma-informed supervisors who understand the early childhood context. Some challenges to clinical supervision are identified. Arguments are made for supervision to be provided and sustained to support early childhood leaders in both the emergency and recovery periods of experiencing a natural disaster. [ABSTRACT FROM AUTHOR]

During clinical ethics consultation training, hands-on practice after acquiring the necessary knowledge under an experienced clinical ethics consultant's supervision is an effective method of obtaining technical and practical skills. However, in regions where clinical ethics consultation is still nascent, few experienced clinical ethics consultants exist. The number of clinical ethics consultation cases is small, making on-the-job training significantly difficult. To address this problem, this study developed a remote supervision program using e-mail and ZOOM and evaluated its effectiveness using Kirkpatrick's learning effectiveness model. The findings confirmed the good learning effects of both programs. In particular, ZOOM's learning effectiveness was greater than e-mail's in Level 2 learning effects. Nevertheless, remote supervision may be an effective method when in-person training is difficult, such as in countries with developing clinical ethics consultations or during the outbreak of infection. [ABSTRACT FROM AUTHOR]

Purpose: Professional Identity Formation (PIF) is crucial for high-quality patient care and physician well-being. Few empirical studies examined PIF in residency from the perspective of supervisors. In GP residency, residents are supervised with an 'end in mind' that remains unexplored. To encourage supervisors to reflect on their teaching behaviours, this study investigated GP clinical supervisors' perceptions of PIF outcomes in GP residency. Methods: Applying qualitative description, focus group interviews were conducted between spring and autumn 2019. Using a semi-structured interview guide, supervisors' perceptions of PIF outcomes were explored. In an iterative coding process applying constant comparison, a thematic analysis was performed of focus group transcripts. Results: We conducted eight focus groups with 55 supervisors at four training institutes across the Netherlands. Half of the supervisors were female. GP supervisors tend to address the 'poor GP' when prompted to address the 'good GP'. PIF outcomes in GP residency should revolve around taking ownership in patient care, self-care and the persistence of GP as a profession. Conclusion: PIF can be challenged by a lack of positive language. Supervisors' strong beliefs regarding ideals of the profession potentially compromise PIF when they do not resonate with residents' beliefs, resulting in poor educational alliance. [ABSTRACT FROM AUTHOR]

Guided self-help is an evidence-based intervention used globally. Self-help is a fundamental part of the stepped care model of mental health services that enables the efficient use of limited resources. Despite its importance, there is little information defining the role of the guide and the key competences required. In this context, the guide is defined as the person who facilitates and supports the use self-help materials. This article sets out the role of the guide in guided self-help. It considers practical issues such as the importance of engagement to motivate clients for early change, personalising the intervention, structuring sessions, how best to use routine outcome monitoring and supervision requirements. Key competences are proposed, including generic competences to build the relationship as well as specific competences such as being able to clearly convey the role of the guide to clients. Guides should be prepared for "self-help drift", a concept akin to therapist drift in more traditional therapies. Knowing how to identify mental health problems, use supervision and manage risk and comorbidity are all key requirements for guides. The paper concludes by calling for increased recognition and value of the role of the guide within mental health services. [ABSTRACT FROM AUTHOR]

It is critical that clinical social workers become actively aware of the endemic processes and manifestations of racism, social inequities, structures and dynamics of white supremacy within and across organizational, supervisory and clinical relationships. The Structural-Clinical Model (SCM) is presented, providing a multi-layered and theoretically rich pathway for clinical social workers to examine the intricate, and multifaceted interconnections expressing racialized oppressive forces across macro, meso and micro systems that impact the totality of clinical practice. SCM integrates critical race theory, liberation psychology, and relational theories bridging long standing theoretical and conceptual divides. The SCM aims to de-pathologize clients, recognizing instead the pathology of white supremacy, racism, and other oppressive structural forces affecting organizations, relationships and people's lives, particularly those most racially, ethnically and historically marginalized within our society. The SCM is introduced with a structural assessment framework designed to explore how structural social inequalities produced by white supremacy impact social work organizations, the clinical supervisory relationship and the supervisor-therapist-client relationship. A multilevel case example is provided to demonstrate how structural power dynamics that influence service delivery can be identified through critical dialogue using the SCM in the clinical supervisory relationship and between the clinical social worker and client. [ABSTRACT FROM AUTHOR]

BACKGROUND The change from clinical nurse specialist to nurse practitioner model with emphasis on the biomedical prescriber role significantly affected graduate education/practice. AIM/METHOD This article reports solutions, lessons learned, and insights from faculty in a four-year Workforce Development Project supported by an academic-practice partnership. Lessons learned that are shared as administrative and clinical practice insights include use of experiential learning platform and interaction process recordings, confirmation of the state of nurse psychotherapy blocks to clinical placements, movement toward a salutogenic psychosocial nursing process, changing student evaluation language of preceptors, and implementation of an Advanced Practice Nursing model for clinical supervision. RESULTS The educational hypothesis that in-person experiential learning in a workshop format with live simulations is critical to the professional development of psychiatric mental health advanced practice nursing is supported. Resistance to the cultural change operationalized through the curriculum is described. Five student reflections exemplify progress made as a result of this program. CONCLUSION This program with its enduring educational frame was an opportunity to regain a historical momentum as nurse leaders in mental health care. There is significant interest and commitment to learning the nursepsychotherapist and consultation-liaison roles. [ABSTRACT FROM AUTHOR]

Aims: To systematically explore the clinical supervision (CS) experience for nurses transitioning to advanced practice. Design: A qualitative systematic review using Joanna Briggs Institute meta‐aggregation following an a priori protocol published on PROSPERO (CRD42023426658). Data Sources: Qualitative studies obtained from Medline, CINAHL, PsycINFO, Scopus, Emcare and ERIC databases and ProQuest dissertations and theses for peer‐reviewed, published and unpublished studies from inception to July 2023. Review Methods: Two authors conducted data screening and abstraction. Quality was appraised using the Critical Appraisal Skills Programme tool and reporting followed the Enhancing Transparency in Reporting the Synthesis of Qualitative Research checklist for systematic reviews. Results: Sixteen studies contributed to five synthesized findings: CS that is beneficial requires structure and commitment, trusting relationships are foundational for learning, lifting burdens and preventing burnout, learning through reflection, critical thinking and feedback and barriers to CS. Conclusions: This review provides a meaningful exploration of CS to support nurses transitioning to advanced practice. Well‐structured supervision offers a safe space to share work‐related concerns and develop an advanced practitioner identity. Sharing experiences helps alleviate work‐related burdens and reduce professional isolation and burnout. Implications for the Profession: Peer‐support networks are vital for successful transition to advanced practice. Impact: This review highlighted the impact of effective supervisory relationships in forming professional identity and possible links with nursing retention. Public Contribution: No direct patient contributions are included as it forms part of a research degree. [ABSTRACT FROM AUTHOR]

The evolution of the role of the Professional Nurse Coach (NC) in recent years has been an empowering and innovative model for health and wellness for individuals, groups, communities, and populations. The relationships, requirements, and responsibilities of NC supervision to date, however, have not been fully examined. The aim of NC supervision is to provide feedback on the coaching process, and confidently guide the new NC to utilize creative problem-solving techniques and interventions. Themes emerge in supervision that can help expand competence and skills of coaching. Additionally, knowledge gaps may become apparent that would require further exploration or education. Articles on clinical supervision within the confines of nursing and other related disciplines do not highlight the challenges, responsibilities, or contractual obligations of the NC-Supervisor relationship. Without clear guidelines and identifiable themes within the supervisory experience, there are inconsistent parameters and confusion around supervision. This article will address the need for a consensus of a competency framework for NC clinical supervision and recommend a baseline strategy for guideline development. The article is relevant to the competencies associated with the ANA Standards of Professional Performance required for certification as an NC. [ABSTRACT FROM AUTHOR]

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Background: Innovative models are required to maximize nursing student placements in environments of shrinking budgets, increasing hospital demands, and casualization and aging of the workforce. This article reports the success of a service-academic partnership in a dedicated education unit. Method: This cross-sectional observational study in a regional hospital analyzed survey data using validated tools completed by buddy nurses (n = 80) and postplacement evaluation completed by students (n = 102) and the nurse leadership team (n = 17). Results: Postimplementation, nursing student placement days increased, and participants were positive about the partnership. Although most of the nursing students (n = 96) reported they were very or extremely satisfied with their placement, they rated student facilitators higher than their buddy nurses. Conclusion: Increasing enrollments will not solve the nursing workforce shortage unless student placements of quality and quantity are provided. Partnership in support of clinical staff remains critical to create time to provide quality supervision. [J Nurs Educ. 2024;63(9):619–625.] [ABSTRACT FROM AUTHOR]

Background and aim: Following a stroke, around a quarter of people will have aphasia, a language disability. Aphasia can have a devastating long-term impact on a person's psychological wellbeing, yet their language difficulties make it challenging to access mental health care. The Wellbeing In Stroke and Aphasia (WISA) study aims to evaluate the feasibility of setting up an accessible psychological service for people with aphasia. Methods: The service will be open to people with post-stroke aphasia (n = 30) who live in the UK, are able to access the service either in the university clinic or via telehealth and are not currently receiving therapy from a mental health professional. Participants will be offered up to 8 therapy sessions over 6 months, either one-to-one, with family, or in a group. The intervention is Solution Focused Brief Therapy (SFBT), a brief psychological therapy, delivered by speech and language therapists with training in SFBT under the supervision of a stroke-specialist clinical psychologist. As part of this service, a protocol for addressing mental health care has been developed. Feasibility will be assessed by monitoring referral rates, therapy received, discharge processes, resource capability, costs, challenges, and adverse events. Patient-reported outcome measures collected pre and post intervention will assess mental wellbeing, mood, participation, and satisfaction with therapy and the service. A purposive sample will take part in in-depth interviews following therapy. Discussion: Given the high levels of psychological distress in this client group, there is a need to investigate innovative ways to provide accessible and acceptable psychological support. [ABSTRACT FROM AUTHOR]

ABSTRACT Trauma‐informed care (TIC) is an approach to healthcare practice that recognises the pervasiveness of trauma, and the deep and life‐shaping impact this has on a person. The literature recognises the negative consequences of trauma both to the people who experience it, and the nurses who provide care for them. Professional supervision is an integral element of workforce wellbeing and practice development, and a largely unexplored avenue of support for those who deliver TIC. Strategies for delivery of TIC were clearly articulated in the background literature, however how professional supervision can support nurses who provide this was less obvious. The research aim was to explore the literature related to trauma‐informed supervision in nursing to answer the question ‘what skills and strategies can a supervisor use to support nurses who provide TIC in adult populations?’. An integrative review method was used and identified fifteen published articles for inclusion. These were then analysed using a reflexive thematic analysis. Literature all came from the allied health field, due to paucity of literature related to nursing. Analysis revealed three themes that were developed into an emotion–cognition–action sequence; create a safe supervisory relationship; facilitate TIC learning; and build resilience. Discussion noted the intersection of review findings with the Supervision Alliance Model and TIC framework, and where other skills may be integrated to inform a trauma‐informed supervisor. [ABSTRACT FROM AUTHOR]

The Nursing and Midwifery Council changed its standards in 2018 regarding student learning and assessment on placements. Previously, students were allocated a mentor with whom they spent at least 40% of their time and who also assessed them; the new standards brought in the separate roles of practice supervisor and a practice assessor and abolished the 40% minimum, with the student being supported by a wider range of practitioners. While extensive literature examines the experiences of qualified staff supporting students, there is little evidence on the student experience. A qualitative approach using semi-structured interviews with student nurses from two universities in the south of England was used to explore their experiences. The students reported benefits of being supported by the wider healthcare team, said being taught and assessed by different people was beneficial and that they felt better prepared for assessments. [ABSTRACT FROM AUTHOR]

Aim Design Methods Data Sources Results Conclusion Implications for the Profession and/or Patient Care Impact Reporting Method To synthesize evidence on healthcare professionals' experiences of competencies in mentoring undergraduate healthcare, social care and medical students during their interprofessional clinical practice.This review was conducted by the JBI methodology for systematic reviews of qualitative evidence.Studies were included if they were based on the phenomenon of interest and used qualitative or mixed methods (qualitative share). The included studies were critically appraised using the standardized JBI Critical Appraisal Checklist. Qualitative research findings were extracted and synthesized using the meta‐aggregation approach.Five databases (CINAHL, PubMed, Scopus, Medic and ProQuest) were systematically searched from each database's inception on 28 June 2023.A total of 5164 studies were initially screened, and 25 were identified for inclusion in this review. Three synthesized findings were identified: competencies related to (1) preparing for and developing interprofessional clinical practice, (2) supporting the learning process in interprofessional clinical practice and (3) creating an interprofessional mentor identity.Although competent mentors are essential to implementing and developing interprofessional clinical practice, some mentors find interprofessional mentoring challenging. High‐quality interprofessional mentoring requires specific competence that differs from profession‐specific and individual mentoring.To ensure that interprofessional clinical practice is of high quality and strengthens students' professional and interprofessional growth, special attention should be given to mentors' interprofessional mentoring competence, and a range of opportunities and organizational structures should be provided for competence development.This systematic review provides insights into the specific competencies required for interprofessional mentoring. These findings can support healthcare professionals, educators and policymakers in developing interprofessional clinical practice and mentoring competence.This review adhered to the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis (PRISMA) statement and ENTREQ reporting guidelines.No patient or public contribution. [ABSTRACT FROM AUTHOR]

Nurses are one of the human resources (HR) groups in hospitals that have the largest number and as health workers who interact directly with clients the longest. Thus, nursing services play a role in determining the quality of health services in hospitals. As the spearhead in the management of nursing services, the head of the room plays a role in carrying out clinical supervision to control nurse performance and the quality of nursing services. This study was conducted to analyze the application of head of room clinical supervision to improve the quality of nursing services. The method used is literature review. Article search through the databases PubMed, Science Direct, EBSCO, J-Stor and ProQuest. A total of 10 articles were obtained which were then extracted. All articles acknowledge the relationship between supervision and the quality of nursing services which are assessed through nurse performance, because with the implementation of good nursing supervision, the implementing nurse always carries out her duties well in providing nursing care, nursing actions, and planning patients to go home because the implementing nurse feels responsible and motivated in every implementation of her duties so that the quality of nursing services The high can be reached. there is a significant relationship in the application of the head of room supervision to the quality of nursing services. Good supervision is to apply the nursing supervision model rather than without using the model. The quality of nurse services can be assessed from the implementation of nursing care from the time the patient enters the hospital to the patient's discharge planning which is determined by discharge planning. [ABSTRACT FROM AUTHOR]

Introduction: Supervision of trainees in the health care professions is recognised internationally as core to safe and effective patient care. A supervisor workforce in general practice (GP) is critical to the profession and to the communities where they work and can be demanding as general practitioners incorporate workplace‐based education and support of their trainees into their daily consulting work. Little is known about how this is experienced by new supervisors; therefore, this research sought to understand factors that play a significant role in the first semester of becoming a supervisor. Methods: An exploratory multi‐case study design was used; new general practice supervisors were the unit of analysis. Four data sources were captured longitudinally: semi‐structured interviews at the beginning and end of the semester, audio diaries throughout and a mid‐semester focus group. Template analysis was used, sensitised by a community of practice theoretical framework. Results: Seven new supervisors participated. Five interdependent key factors played a significant role in general practitioners becoming supervisors: (1) making meaning of the role, (2) reconciling multiple roles, (3) building a relationship with the trainee, (4) receiving support from the training practice and the training programme and (5) joining peer communities of new and experienced supervisors. Conclusion: Becoming a general practice supervisor is situated in the context of a workplace delivering clinical services, a training programme and personal life circumstances. It can be challenging and rewarding. Insufficient support may result in unintended attrition. Learning in this role is facilitated by enabling the new supervisor to find meaning in the role; structured allocation of time to engage effectively; a positive trainee–supervisor relationship; administrative support by practices; information, advice and remuneration from the training programme; and interactions with new and experienced supervisor peers. [ABSTRACT FROM AUTHOR]

Background: Allied health clinicians supervising healthcare students in workplace learning play a key role in a learner's progression to autonomous practice, yet expert educator practice is not well understood. How expert clinical educators in allied health professions are defined, enact their role, develop educational expertise and bring value to workplace learning is unclear. Methods: A scoping methodology was chosen to understand what is known about clinical educator expertise in allied health, focusing on definitions, characteristics, impacts and development. Searching seven databases, the authors used an iterative, systematic approach to the selection, collation and analysis of peer‐reviewed and grey literature. Results: Within 21 included papers, diverse terms and definitions were used to describe expert clinical educators across 9 allied health professions and 5 countries. Expert educator characteristics included advanced skills in facilitating learning, the ability to build positive relationships with learners and a proactive attitude to developing personal supervision skills through reflection. Impacts were identified for learners and educators, and the few sources examining educator development found that expert practice grows in a dynamic, multi‐mode, non‐linear fashion. Conclusion: A comprehensive picture of the expert clinical educator in allied health is not yet conceptualised, despite some characteristics being associated with expertise. The differences between expert and less proficient educators are unclear with little examination of the impacts, value or development of expert educator capabilities. We offer a framework for future research and advocate for focused studies that examine clinical educator expertise, to enhance approaches to professional development and recognition of excellence in clinical educator practice. [ABSTRACT FROM AUTHOR]

Competency-based assessment on placement ideally involves evaluation of a trainee performing clinical skills using fit-for-purpose tools that are simple for clinical supervisors to use and informative to the trainee. The current study examined the potential utility of a new tool, the Psychology Competency Evaluation Tool – Summative (PsyCET-S), designed to assess the attainment of professional competencies in clinical psychology trainees. Twelve experts tested the inter-rater reliability of the vignette ordering, before the tool was used to assess performance of clinical psychology trainees on placement by both supervisors and trainees. Ninety-nine placement reviews of 45 trainees at different stages of training were analysed. Strong inter-rater reliability in the rank ordering of vignettes within each domain indicated their ability to capture competence development. Supervisor and trainee ratings showed a gradual increase in competence from early to later stages of training in all domains, with performance plateauing for the final placement. Evidence of both the leniency bias and halo effect were evident, with supervisors appearing more lenient than the trainees themselves. The PsyCET-S encourages supervisors to evaluate the development of professional competencies in their trainees in a way that can optimise trainee learning and future practice as a Psychologist. What is already known about this topic: Board-approved supervisors of professional psychology trainees are required to "effectively monitor, assess and evaluate the competencies of a supervisee", yet simple and effective methods for how to do this are limited. Effective competency-based assessment can optimise students' learning and is essential to regulating the profession. Tools that measure the performance of clinical skills and their development over time are needed. What this topic adds: We present a new evaluation tool that describes expected student performance of professional competencies on placement at the beginning of clinical training through to entry-to-practice that is designed to capture both supervisor and trainee ratings. Data from 99 placement reviews indicate that the tool captures the progression of competency attainment over time from both the trainee and supervisor perspective. The tool provides trainees with meaningful feedback on their competency development while preserving the normative function of supervision. [ABSTRACT FROM AUTHOR]

Background Despite the increased use of telemedicine, the evidence base on virtual supervision in graduate medical education (GME) is not well described. Objective To systematically review the impact of virtual supervision on trainee education, patient care, and patient satisfaction in Accreditation Council for Graduate Medical Education (ACGME)-accredited specialties. Methods Two databases (PubMed, EMBASE) were searched from database inception to December 2022. Inclusion criteria were peer-reviewed, full-text, English-language articles reporting the use of virtual supervision in GME in ACGME-accredited specialties. Exclusion criteria were studies involving direct supervision, supervisors who were not credentialed physicians, or non-GME trainees. Two investigators independently extracted data and appraised the methodological quality of each study using the Mixed Methods Appraisal Tool (MMAT). The reporting of this systematic review was guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement. Results Of 5278 records identified, 26 studies met the eligibility criteria. Virtual supervision was predominantly utilized in operating rooms and inpatient settings, facilitating clinical examinations or surgical procedures through videoconferencing software in specialties such as dermatology, neurosurgery, and orthopedics. However, some studies reported technical challenges that hindered effective teaching and communication. Based on self-reported surveys, supervisor and trainee satisfaction with virtual supervision was mixed, while patient satisfaction with the care was generally high. The MMAT ratings suggested limitations in sampling strategy, outcome measurement, and confounding factors. Conclusions Virtual supervision was applicable to various specialties and settings, facilitating communication between supervisors and trainees, although there were some technological challenges. [ABSTRACT FROM AUTHOR]