Demonstrate an ability to reflect on the relationship between principles and practice and assess the implications and consequences of actions and the underpinning rationale for adult nursing practice

Adult Group Clinical Supervision and Professional Development 2

Module Handbook 

 

Introduction

Welcome to the Group Clinical Supervision module. The aim of this module is to facilitate student groups to have reflective and reflexive conversations that enable them to link their practice experiences to theory and contemporary evidence based practice.

The function of this handbook is to provide you with an outline of what you can expect to learn from the module, and what is expected of you in order to demonstrate that learning. 

Parent Programme  BSc (Hons) Nursing (Adult)

Module Title Adult Group Clinical Supervision and Professional Development 2

Level 5

Credit Rating 20 credits (10 ECTS credits)

& Duration  50 hours academic direction 150 hours independent study   

Academic Responsibility:

Module Aims   

One aim of the module is to facilitate student groups to have reflective and reflexive conversations that enable them to link their practice experiences to theory and contemporary evidence based practice. A second aim is to develop the student’s personal and professional skills.

Learning Outcomes

By the end of this module students should be able to:

1. Demonstrate an ability to reflect on the relationship between principles and practice and assess the implications and consequences of actions and the underpinning rationale for adult nursing practice.

2. Identify their own, and others, personal beliefs and values and analyse how these might impact upon their relationships with others and how the group discussion might have influenced their thinking, views and adult nursing practice. 

3. Evaluate the efficacy of their own coping strategies and consider a wider range of potential thoughts, feelings and actions.

4. Demonstrate progressive development of personal and professional skills.

Indicative Module Content        

Students will be required to discuss their placement experiences and reflect on their examples in an increasingly sophisticated and analytical way over the duration of the programme. Each student and each group will have opportunities to discuss practice relationships / interventions, in order to increase their knowledge, self-awareness / reflexivity, group skills / team working, and an appreciation of roles and responsibilities.  In addition to reflection and affording opportunities for reflexivity, students will be encouraged to explore contextual themes such as: group dynamics; professionalism and clinical decision making; developing emotional resilience; cultural competency and interprofessional working. 

Students will be encouraged to identify their own and others’ personal beliefs, evaluate their own coping strategies and consider a wider range of potential thoughts, feelings and actions. Students will be asked to explore contextual themes such as cultural competency, relate these to their practice experiences, and have discussions involving the social context, any ethical issues, and issues involving social justice of their practice experiences

Learning and Teaching Strategies

Students will be allocated into programme clinical supervision groups (approx. 8 -12) and remain in the group for the duration of the module and the sessions will last between 90-120 minutes. The facilitator (lecturer) will encourage all students to offer hypotheses on the practice experiences under discussion, creating multiple perspectives and a deeper understanding of practice and their performance.

Students will be encouraged to keep a formative reflective log during the year to aid their reflective skills. Log entries can be shared by the student with their facilitator / personal tutor and or peers with the intention of inviting feedback to promote critical reflexive learning. This will also assist with familiarising students with the expected standards of the Nursing and Midwifery Council revalidation process. The reflective log can also be used to inform the module assessment. In addition, students will have access to learning and teaching resources such as theoretical frameworks of clinical supervision and models of reflection.

The module allows students the opportunity to reflect on practice experiences, both individually and within small groups, as a means of evaluating professional development and service delivery. The principles of prioritise people, practice effectively, preserve safety and promote professionalism and trust (NMC Code 2015), will be used to enable the student to contemplate practice experiences alongside these values and to prepare them for the standards expected of a registered professional.

Personal Academic Tutor (PAT) sessions will run in addition to, and complement the clinical supervision groups over the course of the academic year. At the start of the year there will be a period of academic development which will help prepare the students for studying at level 5.

The teaching and learning in this module will therefore also have an incremental focus on the following academic skills:

• Access a range of information resources

• Use established techniques to research, retrieve and manage information

• Show an awareness of the need to evaluate the validity and reliability of data

• Demonstrate an ability to use academic conventions for written work

• Use academic conventions to acknowledge sources of information in written work

This component of the module teaching and directed study / flipped learning will form the basis for the first part of a 2000 word assessment through the critiquing of two research articles, one qualitative and one quantitative from a selection chosen by the module team.

Students will annotate an appropriate critiquing framework for each paper (500 word equivalent each) and write a 1000 word assignment exploring the differences between the qualitative and quantitative research paradigms.

Teaching strategies for this element of assessment may include; sessions related to advanced skills in literature searching, evaluating and critiquing evidence for practice and writing critically. Following this, student will be able to negotiate specific content for the remaining scheduled sessions with their lecturer, continuing their preparation for their year of study and afford opportunities for pastoral support

Indicative Assessment

The assessment will be in two components.

1. A 2000 word critique of two research articles with exploration of the differences between the qualitative and quantitative research paradigms.   (50% of module, 50% of grade) x (submission date in semester 2).

2. A 2000 word written reflection (50% of module, 50% of grade): of a practice experience or case that was discussed in one of the clinical supervision groups.

Both components must be passed to pass the module.

 

Indicative Resources

https://www.canterbury.ac.uk/students/study-skills/study-skills.aspx

Please access the “skills4studycampus” on the above link. This is a suit of 12 online modules for self –directed learning that will enhance your academic skills in all your modules across the three years of your programme. The modules are:

Getting ready for academic study;

Reading and note taking;

Critical thinking skills;

Writing skills;

Referencing and understanding plagiarism;

Group work and presentations;

Exam skills;

Research principles;

Projects, dissertations and reports;

Employability and personal development;

Confidence with numbers;

Time management

Bibliography

Bulman C. and Schutz S. (2013) Reflective Practice in Nursing 5th edition. Chichester: John Wiley & Sons Ltd.

Chrzastowski S.K. (2011) A Narrative perspective on genograms: revisiting classical Family Therapy methods Clinical Child Psychology and Psychotherapy. 16(4) 635-644.

Cutcliffe JR., Butterworth T and Proctor B (2001) Fundamental Themes in Clinical Supervision London: Routledge.

De Haan E., (2012) Supervision in Action – A Relational Approach to Coaching and Consulting Supervision Berkshire: Open University Press

Ghaye, T, and Lillyman, S. (2010) Reflection: Principles and Practices for Healthcare Professionals. London: MA Healthcare Ltd

Hargaden H. (Ed.) (2016) The Art of Relational Supervision – Clinical Implications of the Use of Self in Group Supervision. London: Routledge

Hawkins P. and Shohet R. (2012) Supervision in the Helping Professions 4th edition Berkshire: Open University Press.

Scairfe J. (2019) Supervision in Clinical Practice - A Practitioner’s Guide 3rd Edition. London: Routledge  

Sellman D. and Snelling P. (2017) Becoming a Nurse: Fundamentals of Professional Practice for Nursing 2nd Edition. London: Routledge. 

Thompson, S. and Thompson, N. (2008) The Critically Reflective Practitioner. Hampshire: Palgrave Macmillan.

Journals

British Journal of Nursing

Journal of Advanced Nursing

Nurse Education in practice

The Clinical Supervisor

Children and Young People’s Nursing