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| Author | Nichols, J. | ||||
| Title | An exploration of clinical supervision within mental health nursing | Type | Journal Article | ||
| Year | 2004 | Publication | Vision: A Journal of Nursing | Abbreviated Journal  |
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| Volume | Issue | November | Pages | ||
| Keywords | Clinical supervision; Mental health; Psychiatric Nursing | ||||
| Abstract | The purpose of this paper is to shed some light on the concept of clinical supervision specifically in relation to mental health nursing. The author talks briefly about the naming and history of clinical supervision and aims to provide some clarity around defining the concept. There is discussion around the role, value and objectives of clinical supervision before critical examination of two models of clinical supervision within two different contexts. Finally the strengths and weaknesses of each model are discussed, and the differences illustrate some of the contextual factors of clinical supervision. | ||||
| Call Number | NRSNZNO @ research @ 876 | Serial | 860 | ||
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| Author | Trimmer, W.C. | ||||
| Title | The way things are done around here: Perceptions of clinical leadership in mental health nursing | Type | Journal Article | ||
| Year | 2006 | Publication | Whitireia Nursing Journal | Abbreviated Journal |
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| Volume | 13 | Issue | Pages | 68-69 | |
| Keywords | Psychiatric Nursing; Leadership; Clinical supervision | ||||
| Abstract | Based on the author's thesis, this research project explored nurses' perceptions of clinical leadership in mental health nursing practice. From personal experience and discussion with colleagues the author argues that clinical leadership in terms of support and guidance for nurses is often minimal and that there is a relationship between qualities of clinical leadership and poor retention rates of mental health nurses. | ||||
| Call Number | NRSNZNO @ research @ 1057 | Serial | 1041 | ||
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| Author | Koorey, R. | ||||
| Title | Is there a place for clinical supervision in perioperative nursing? | Type | Journal Article | ||
| Year | 2008 | Publication | Dissector | Abbreviated Journal |
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| Volume | 35 | Issue | 4 | Pages | 15-17 |
| Keywords | Nursing models; Clinical supervision; Nursing specialties | ||||
| Abstract | This article explores the concept of clinical supervision and outlines a brief history of implications for nursing practice. Models of clinical supervision are outlined and examples of how they may be applicable to the clinical setting of perioperative nursing are provided. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 928 | ||
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| Author | McLeland, A.; Williams, A. | ||||
| Title | An emancipatory praxis study of nursing students on clinical practicum in New Zealand: Pushed to the peripheries | Type | Journal Article | ||
| Year | 2002 | Publication | Contemporary Nurse | Abbreviated Journal |
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| Volume | 12 | Issue | 2 | Pages | 185-193 |
| Keywords | Nursing; Education; Clinical supervision; Preceptorship | ||||
| Abstract | The purpose of this qualitative study was to analyse the learning experiences of nine nursing students on clinical placement in New Zealand. The students were in their third and final year of their baccalaureate nursing degree. The study specifically examined what impinged upon their learning experience in the clinical venue. Data was obtained from interviewing the students, initially individually and finally in a focus group. Themes emerged through words and concepts as the data was analysed. The themes included powerlessness; marginalisation; the move from a holistic to a reductionist approach in care; the exploitation of minority students and the myth of praxis. Clinical practice was a time for nursing students to apply their knowledge to their practice, and to gain experience and confidence. Their clinical practice was normally a positive experience, but, each student spoke of the occasional negative episode. These left them with feelings of powerlessness and marginalisation. The Maori students felt exploited. The students were concerned about the lack of time to debrief at the end of the day, and to share their experiences with their educator and colleagues. The students' negative experiences were often the result of a clinical practitioner's high workload, under resourcing and the nurse educator's unavailability. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1081 | ||
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| Author | Golding, Cherie | ||||
| Title | Clinical supervision for general nurses in NZ: the imperative of finding a way forward -- nurses perceptions of professional/clinical supervision | Type | Book Whole | ||
| Year | 2012 | Publication | Abbreviated Journal |
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| Volume | Issue | Pages | 63 p. | ||
| Keywords | Clinical supervision; Professional supervision; Documentation | ||||
| Abstract | Focuses on two broad themes: perceptions and attitudes of general nurses in in-patient hospital settings towards clinical supervision and how they have found such support to be of benefit to themselves or their practice; organisational documentation policies and procedures available to nurses in order to understand their contribution to, and valuing of, clinical supervision. Seeks to discover whether there is evidence of other factors influencing the provision of, or access to, clinical supervision by general nurses, which influences attitudes and perceptions. | ||||
| Call Number | NZNO @ research @ | Serial | 1582 | ||
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| Author | Poffley, Cara | ||||
| Title | Everything matters: Exposing the complexity of stakeholder collaboration in clinical education for undergraduate nursing students | Type | Book Whole | ||
| Year | 2022 | Publication | Abbreviated Journal |
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| Volume | Issue | Pages | 221 p. | ||
| Keywords | Nursing education; Acute care; Clinical competence; Clinical supervision; Surveys | ||||
| Abstract | Explores the complexity of values and beliefs along with contextual factors that enable and constrain stakeholder collaboration between student nurses, registered nurses in clinical practice, and academic clinical educators. Gathers data through focus groups and individual interviews to identify how and when collaboration among the stakeholders occurs. | ||||
| Call Number | NZNO @ research @ | Serial | 1840 | ||
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| Author | Farrell, E. | ||||
| Title | A lamp to light the way: Public health nurses' perceptions and experiences of professional/clinical supervision | Type | |||
| Year | 2003 | Publication | Abbreviated Journal |
Auckland University of Technology | |
| Volume | Issue | Pages | |||
| Keywords | Public health; Nursing; Clinical supervision; Professional competence | ||||
| Abstract | |||||
| Call Number | NRSNZNO @ research @ 887 | Serial | 871 | ||
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| Author | Kennedy, W. | ||||
| Title | Professional supervision to enhance nursing practice | Type | Journal Article | ||
| Year | 2007 | Publication | Vision: A Journal of Nursing | Abbreviated Journal |
Available online from Eastern Institute of Technology |
| Volume | 14 | Issue | 2 | Pages | 3-6 |
| Keywords | Professional development; Clinical supervision; Nursing; Education | ||||
| Abstract | This article examines the concept of clinical supervision as “professional supervision”. Professional supervision contains many elements, is structured and not without effort. Fundamentally it is about being safe and professional. 'Reflective learning' and 'Live/tutorial' models are reviewed in different contexts for assisting nurses work through everyday issues, conflicts and problems of their role. The author concludes that regardless of which model is used there are benefits for safety and professionalism. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1310 | ||
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| Author | Trimmer, W.C. | ||||
| Title | The way things are done around here: Perceptions of clinical leadership in mental health nursing | Type | |||
| Year | 2006 | Publication | Abbreviated Journal |
coda, An Institutional Repository for the New Zealand ITP Sector | |
| Volume | Issue | Pages | |||
| Keywords | Leadership; Psychiatric Nursing; Clinical supervision: Mental health | ||||
| Abstract | This research project explored nurses' perceptions of clinical leadership in mental health nursing practice. Within New Zealand no research exists that evaluates the role and impact the clinical leadership has in mental health nursing practice. From personal experience and discussion with colleagues the author argues that clinical leadership in terms of support and guidance for nurses is often minimal and that there is a relationship between qualities of clinical leadership and poor retention rates of mental health nurses. The prime objective of this study was to increase knowledge about clinical leadership in mental health nursing practice. This research used a quantitative descriptive methodology, utilising survey design. A questionnaire was used to rank the attributes of the person the respondents identified as a clinical leader. The data was collected from 30 registered nurses working in mental health settings within the central region of New Zealand. Findings indicate that there is room for improvement with regard to clinical leadership in mental health nursing practice. Clinical leadership is perceived to be more effective by nurses in their second year of practice and in community settings. A statistically significant difference was indicated between nurses in their second year of practice and nurses in their third year of practice in terms of their ranking of clinical leadership abilities. Overall the respondents perceived poor communication and poor attitude as the biggest barriers to effective leadership. Support and good role models were said to influence nursing practice positively and the skills that were identified as being helpful in assisting and retaining nurses were mentorship and good communication. The results of the study are discussed in relation to the literature on transformational leadership skills. Finally, the general limitations of the study are outlined and implications for future research are discussed. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1149 | ||
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| Author | Irvine, HJ | ||||
| Title | Professional supervision for nurses and midwives | Type | Report | ||
| Year | 1998 | Publication | Abbreviated Journal |
NZNO Library | |
| Volume | Issue | Pages | 53 pp | ||
| Keywords | Professional Supervision; Clinical supervision | ||||
| Abstract | Report to the Winston Churchill Memorial Trust on Professional Supervision for registered Nurses and Midwives, May 1998. Objective of Project: To explore the extent of the development of a model of clinical supervision for nurses in the United Kingdom. Some of the key points that emerged: - Clinical supervision is a strong and accepted part of nursing culture in Britain. While not mandatory and not available to, or accepted by, all nurses, it is nevertheless generally known about and discussed at main nursing forums - The strong support and directives coming from nursing leadership is a major factor in the adoption of clinical supervision as a developmental, support and quality control - The increasing availability of resource material, courses, and in particular the investment made by the Department of Health and the Scottish Home and Health Office in funding a 23 site evaluation project has stimulated implementation of clinical supervision |
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| Call Number | NZNO @ research @ | Serial | 1343 | ||
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| Author | Findlay, W. | ||||
| Title | The effect of peer learning and review groups on practice nurses' clinical practice: A mixed method survey | Type | |||
| Year | 2006 | Publication | Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz | |
| Volume | Issue | Pages | |||
| Keywords | Primary health care; Nursing; Education; Clinical supervision | ||||
| Abstract | The aim of the study was to explore how practice nurses perceive engagement in Peer Learning and Review Groups impacts personally and professionally on their clinical practice. An anonymous self-administered postal questionnaire was completed by 55 practice nurses who attend Peer Learning and Review Groups in the South Island. A mixed method design was utilised to obtain both qualitative and quantitative data. Practice nurses considered group attendance was important for professional development with the majority perceiving that their attendance had a positive effect on their clinical practice. The nurses perceived clear linkages between the significant learning that occurred in the groups and changes in delivery of patient care. Additional benefits included improved collegial relationships, professional awareness and personal growth. The author concludes that, together, these findings underline the importance of Peer Learning and Review Groups as an effective tool for ongoing personal and professional development within nursing. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 490 | ||
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| Author | Haggerty, C. | ||||
| Title | Critical case study: Supporting the new graduate entering specialist psychiatric mental health nursing practice | Type | |||
| Year | 2000 | Publication | Abbreviated Journal |
ResearchArchive@Victoria | |
| Volume | Issue | Pages | |||
| Keywords | Psychiatric Nursing; Clinical supervision; Students; Preceptorship | ||||
| Abstract | This critical case study was undertaken for the purposes of illuminating information relating to new graduate nurses' experiences in their first clinical placement, in order to consider ways an established entry to practice programme can better support and enhance the students' transition from student nurse to staff nurse within psychiatric mental health nursing practice. Seven current students of the programme participated in the research. This provided the researcher with a variety of challenges related to her dual role as researcher and programme coordinator. Data was collected through the use of discussion groups, with participants and researcher jointly identifying the themes that were explored. These themes related to preceptorship and support, socialisation of the new graduate and risk management. The research has provided rich data that has already, and will continue to be used to inform future developments within both the educational and clinical components of the programme. The research has also provided opportunities for personal and professional growth through the sharing of experiences, and working together to identify emancipatory action which has in turn lead to transformation. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 450 | ||
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| Author | Anderson, P.R. | ||||
| Title | Determining competency for entry to nursing practice: A grounded theory study | Type | |||
| Year | 2008 | Publication | Abbreviated Journal |
ResearchArchive@Victoria | |
| Volume | Issue | Pages | |||
| Keywords | Professional competence; Clinical supervision; Nursing; Education | ||||
| Abstract | Critical Comparative Nursing Assessment (CCNA) is a theory about how the competence of completing Bachelor of Nursing students in New Zealand is determined. Semi-structured, audio-taped interviews and field notes were used to collect data from twenty-seven nurses with experience in undertaking competency assessment. A Glaserian grounded theory approach was used to guide the data collection and analysis. This utilised the processes of constant comparative analysis, theoretical sampling and saturation to generate a middle range substantive grounded theory. This is presented as a model consisting of four emergent categories that explain how nurses formulate professional judgements about competence. These are a) gathering, which describes the processes used to collect evidence of practice to inform decisions; b) weighing up, which explains how evidence is analysed using the processes of benchmarking and comparative analysis; c) judging brings into focus the tensions inherent in making professional judgements about competence and how nurses formulated these, and d) moderating, which describes the processes nurses use to validate decisions and ensure that professional responsibilities and public safety are upheld. The basic social psychological process of comparing integrates these categories to explain how nurses resolve the tensions associated with making decisions about competence. This research presents a new way of viewing and understanding how nurses assess competence. It identifies where the challengers and tensions related to the assessment of competence lie and suggests strategies that if implemented, the author suggests could further enhance the validity and reliability of assessment outcomes. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1182 | ||
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| Author | Doughty, L. | ||||
| Title | Evaluation of the 2002 Auckland District Health Board: First year of clinical practice programme | Type | |||
| Year | 2004 | Publication | Abbreviated Journal |
University of Auckland Library | |
| Volume | Issue | Pages | |||
| Keywords | Clinical supervision; Nursing; Education | ||||
| Abstract | |||||
| Call Number | NRSNZNO @ research @ | Serial | 1113 | ||
| Permanent link to this record | |||||
| Author | Murray, C. | ||||
| Title | Clinical supervision in nursing: An investigation of supervisory issues from critical experiences | Type | |||
| Year | 2006 | Publication | Abbreviated Journal |
University of Otago Library | |
| Volume | Issue | Pages | |||
| Keywords | Clinical supervision; Nursing | ||||
| Abstract | |||||
| Call Number | NRSNZNO @ research @ 742 | Serial | 728 | ||
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