Sheffield Hallam University, Faculty of Health and Wellbeing, Sheffield, UK.
Nurse Educ Today. 2012 Apr;32(3):224-8. doi: 10.1016/j.nedt.2011.04.010. Epub 2011 Jun 2.
In 1994 the Department of Health recommended that nurses be introduced to the process of clinical supervision during pre-registration training. Since then a body of literature has emerged, largely focusing on students' experiences of a variety of training initiatives in supervision. There is however a paucity of literature exploring the experiences of nursing lecturers engaged in such initiatives. This paper reports the findings from one part of a three-year prospective longitudinal study examining mental health students' and lecturers' experiences of group clinical supervision undertaken as part of a pre-registration course. In this part of the study eight mental health nursing lecturers participated in semi-structured individual interviews in which they discussed their experiences of facilitating student supervision groups. Content analysis of the interview data produced eight major categories: 'attitudes to supervision'; 'perceptions of the student experience'; 'preparation and support'; 'approaches to supervision'; 'the "good" supervisor'; 'the lecturer as supervisor'; 'the structure and process of sessions; and 'the content of supervision'. The findings suggest that the idea of undertaking supervision for students is attractive to lecturers. However, several issues need to be addressed if this type of initiative is to be successful in preparing students for their future role as supervisee.
1994 年，卫生部建议在注册前培训中向护士介绍临床监督过程。从那时起，涌现出大量文献，主要关注学生在各种培训倡议中的体验。然而，关于参与此类倡议的护理讲师的经验的文献却很少。本文报告了一项为期三年的前瞻性纵向研究的部分结果，该研究调查了心理健康学生和讲师在注册前课程中进行小组临床监督的经历。在这项研究的一部分中，有 8 名心理健康护理讲师参加了半结构化的个人访谈，他们在访谈中讨论了他们作为学生监督小组的经验。对访谈数据的内容分析产生了八个主要类别：“对监督的态度”；“对学生体验的看法”；“准备和支持”；“监督方法”；“好的监督者”；“讲师作为监督者”；“会议的结构和过程”；以及“监督的内容”。研究结果表明，对于讲师来说，为学生进行监督的想法很有吸引力。然而，如果要成功地使学生为未来的监督者角色做好准备，还需要解决几个问题。
