Premium
Clinical supervision using video‐conferencing technology: a reflective account
Author(s) -
Marrow Carol E.,
Hollyoake Kim,
Hamer Dorothy,
Kenrick Catherine
Publication year - 2002
Publication title -
journal of nursing management
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.925
H-Index - 76
eISSN - 1365-2834
pISSN - 0966-0429
DOI - 10.1046/j.1365-2834.2002.00313.x
Subject(s) - clinical supervision , focus group , supervisor , videoconferencing , medical education , psychology , variety (cybernetics) , nursing , action research , peer support , perception , professional development , narrative , medicine , pedagogy , multimedia , computer science , linguistics , philosophy , marketing , artificial intelligence , neuroscience , political science , law , business
This paper discusses three nursing practitioners' experiences of clinical supervision using video‐conferencing (VC) technology. The study, based on supportive action research, involved 40 practising community and hospital nurses from a variety of specialities and took place over an 18‐month period. The research was collaborative, educational and applied and focused on the effects of remote clinical supervision on the development of professional practice. Data were obtained through pre‐ and post‐study questionnaires, repertory grids, focus group interviews and written narratives. The three research participants found that clinical supervision, as a mediator of learning, was vital in enabling them to develop their reflective and problem‐solving skills. Through critical conversations with either a supervisor or within peer group supervision, the participants increased both their confidence and self‐awareness and gained more insight into the practices and needs of other practitioners. They also examined critically patient care issues resulting in attention to existing or the development of new care protocols. They did, however, experience some impediments to the process of clinical supervision, mainly lack of peer and management support and ongoing education. The participants had mixed perceptions with regards to using VC technology for clinical supervision. They experienced technical and accessibility problems and communication problems, suggesting the need for clear protocols for both technical support and applied training.