Notably, Rodger's evolutionary method for concept analysis can be defined as a perfect model for developing knowledge in nursing science. Lyth's concept analysis on clinical supervision, on the other hand, is a model that improves quality and significant placement in nursing programs. Precisely, Lyths (2000) concept deals with the supervision of practitioners on clinical placement experiences.
Rodger's evolutionary method can be used to adequately explain Lyth's concept due to their affiliation and placement in similar facts that include knowledge and research. For instance, both notions are based on the provision of enhanced knowledge in nursing science. Concerning Rodger's perception, Lyth's concept can be explained in that the supervision is based on an educational context. This fact means that the supervision of trainees and students is to provide them with substantial knowledge based on research and past experiences in the nursing sector. According to Rodger, the clinical supervision idea is an extension of student mentoring and clinical education (Lyth, 2000). Rodger emphasizes on developing knowledge through systematic processes that should be followed to get factual and credible concepts in nursing.
An overview of Lyth's concept using Rodger's knowledge research shows that there are normative, formative and restorative approaches to clinical supervision (Lyth, 2000). Normative supervision includes research on managerial principles such as complying and developing policies and procedures. The formative approach deals with the development of skills in evidence based supervision, which is common in most health settings. Lastly, the restorative style includes enabling practitioners to understand and manage the emotional stress while providing services. The supervision processes on the skilled practitioners provide a background for nursing practice knowledge on the students and nursing trainees. However, the supervision purpose depends on the primary focus. For instance, supervising students will present an educative purpose.
In counselor development, clinical supervision is very critical given the fact that helps new recruits or supervisees to adapt from the course work they were undertaking educationally to clinical practice. Clinical supervision is seen as a significant profession where the practitioners competency continues to develop (ODonovan, Halford, and Walters, 2011). However, despite its important role, clinical supervision has both positive and negative outcomes.
In clinical supervision, feedback, which involves both negative and positive outcomes, provides supervisors with an opportunity to transfer the knowledge they have to their supervisees as well as evaluatively communicate on the performance of the supervisees. Bernard and Goodyear (2009), state that feedback is a platform on which supervisors get to pass information to their supervisees on whether or not they are moving forward in a manner that is competent. As such, positive feedback has been termed as situations where supervisors acknowledge that their supervisees are on the correct path, while corrective feedback is described as the instances where the supervisor notes that their supervisees are not on the right path.
One negative outcome as a result of the practice of clinical supervision is the occurrence of a conflict. This is due to a negative analysis concerned with self-efficacy, relationship, and contentment with supervision. Also, the absence of clear roles in supervision can lead to the supervisee being anxious, a decrease in their self-efficacy, and the foreseeing of a future conflict with the supervisor. According to Kulp (2012), the positive outcome of clinical supervision is analyzed in relation to support, interpretative and instructional competencies, which result to a lesser amount of role conflict and anxiety, and a higher role of satisfaction as compared to negative evaluations.
Bernard, J. M. (86). Goodyear. RK (2009). Fundamentals of clinical supervision.
Kulp, L. E. (2012). Supervision Factors that Predict Trainee Role Conflict and Role Ambiguity. Lehigh University.
Lyth, G. (2000). Clinical supervision: a concept analysis. Journal of Advanced Nursing, 31(3), 722-729. http://dx.doi.org/10.1046/j.1365-2648.2000.01329.x
Odonovan, A., Halford, W. K., & Walters, B. (2011). Towards best practice supervision of clinical psychology trainees. Australian Psychologist, 46(2), 101-112.
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