Dissertations / Theses on the topic 'Clinical supervision'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Clinical supervision.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Roberts, Brenda. "Clinical psychologists on clinical supervision : a Delphi survey." Thesis, Open University, 2000. http://oro.open.ac.uk/58077/.
Full textRoche, Ayesha. "Considering ethnic diversity in clinical supervision and clinical practice." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18011/.
Full textCheasley-Rau, Veronika. "Supervision experiences of qualified clinical psychologists." Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311385.
Full textRetallick, John Anthony, and mikewood@deakin edu au. "Clinical supervision and symmetrical communication: Towards a critical practice of supervision." Deakin University. School of Education, 1988. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051208.090305.
Full textRamasami, Jennifer. "How do the Students Become the Supervisors? Student Training Experiences in Supervision and Supervisor Self-efficacy in Clinical Psychology." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1963.
Full textHughes, Siobhan Victoria. "Developing clinical practice : personal therapy and supervision." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:3477.
Full textMeyer, Marie Ellen. "Supervision and student placements for clinical psychology." Thesis, University of Canterbury. Psychology, 1992. http://hdl.handle.net/10092/6971.
Full textMarrow, Carol Elizabeth. "Professional learning through clinical supervision in nursing." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396514.
Full textLovell, Colleen. "Supervisee experiences of poor and harmful clinical supervision." Swinburne Research Bank, 2007. http://hdl.handle.net/1959.3/22376.
Full textSubmitted to Swinburne University of Technology, in partial fulfilment of the requirements for the Professional Doctorate of Psychology (Counselling) - 2007. Typescript. Includes bibliographical references (p. 210-218).
Dunn, Elizabeth. "Clinician experiences of treating eating disorders and the use of clinical supervision." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/16422/.
Full textMataiti, Helen. "Clinical Supervisor Characteristics Valued By Practising Speech Language Therapists." Thesis, University of Canterbury. Communication Disorders, 2008. http://hdl.handle.net/10092/1535.
Full textOkon, Samantha Nichole. "Graduate Student Preferences of Social Power Use in Clinical Supervision." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/184.
Full textHoffman, Margaret Ursula Marinda. "Perceptions of clinical supervisors about their preparedness for clinical teaching at a university in the Western Cape." University of the Western Cape, 2019. http://hdl.handle.net/11394/7018.
Full textBackground: Clinical supervision or clinical accompaniment is considered an integral part of nursing education and is crucial for the development of nursing students’ clinical competence. In order to achieve this, clinical supervision requires skilled human resources which vary from one educational institution to another and may include lecturers, clinical supervisors/facilitators and professional nurses. Clinical supervisors are required to be good educators as well as excellent clinicians. In addition, they often draw on their individual, personal and professional experiences to guide their teaching to meet the demands of both the clinical and academic contexts in which they work. However, the clinical teaching model or framework used by educational institutions is often not aligned to clinical practice activities and vice versa. This poses challenges for students due to the different expectations of educators and professional nurses in practice. Inadequately prepared clinical supervisors can have a detrimental effect on the delivery of the nursing programme that may include poor clinical teaching and inadequate integration of theory and clinical competencies, which ultimately leads to poorly trained nursing students. Aim of the study: The aim of this study was to explore the perceptions of clinical supervisors regarding their preparedness for clinical teaching. Methods: The study adopted a qualitative research approach, utilising an exploratory descriptive design. A non-probability purposive sampling method was used to select 12 clinical supervisors in the undergraduate programme. The researcher collected the data by means of semi-structured interviews with open-ended questions and analysed this data using content data analysis. Analysis of the data using ATLAS, ti 8 research software programme generated four themes and 18 categories. Findings: The findings indicated that clinical supervisors required time to adapt to their role and improve their knowledge and skills despite them having a positive experience during their orientation. Although appreciative of the support and guidance, clinical supervisors stated that not all colleagues were supportive, which in some instances had a negative impact on interpersonal relationships. The findings furthermore indicated that clinical supervisors apply all the steps of the five phases in the skills lab methodology employed by the School of Nursing at the university where the study was conducted. Clinical supervisors are required to be well informed and committed to continuing education in order to incorporate theory into practice with the latest developments and equipment in facilities. Furthermore, the findings indicated that inconsistency and failure to attend to students’ clinical learning needs can have a negative impact on student learning. Ethics: The researcher adhered to all principles of research ethics throughout the study.
Goodwin, Catherine. "Trainee clinical psychologists' perceptions of their supervision needs." Thesis, Cardiff University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430198.
Full textAbu, Bakar Zainudin Bin. "Clinical supervision in the Malaysian teaching practicum context." Thesis, University of Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425053.
Full textMUZIO, DIANE. "Clinical Supervision of Externs in Speech-Language Pathology." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1467.
Full textKakavand, Heleya. "Development of a preliminary scale of counterproductive experiences in supervision| Attitudes of experts in clinical supervision." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601007.
Full textClinical supervision serves as the centerpiece in clinical training in which client welfare is assured and professional development is facilitated (Falender & Shafranske, 2004). While it is expected that clinical training be of high quality, some events or experiences may occur in clinical supervision that strain the supervisory alliance, hinder supervisees' growth, and contribute to a poor experience of supervision, adversely affecting its effectiveness. These events or experiences are considered to be counterproductive experiences (CEs). This study explored the beliefs of 8 experts in clinical supervision regarding CEs in supervision. The study employed Q-sort methodology and completed the first four steps necessary for the development of a preliminary scale of CEs. The results of this study suggest that each of the counterproductive experiences identified in the literature negatively impact supervision in the opinions of the experts. While specific items pertaining to ethical lapses and boundary crossings were found to have the greatest impact on supervision, events involving a mismatch between the supervisor's and supervisee's approach to learning were also believed to significantly impact the process of supervision.
Spence, Nicola. "Improving the effectiveness of supervision : a clinical psychology perspective." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.586923.
Full textCarmichael, Helen. "Clinical supervision in mental health : a Foucauldian discourse analysis." Thesis, University of Essex, 2010. http://ssudl.solent.ac.uk/2950/.
Full textHeller, Harold. "Interaction in clinical supervision : a comparative and longitudinal study." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507732.
Full textWrycraft, Nick. "The effectiveness of clinical supervision groups in primary care." Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571599.
Full textHeaven, Catherine Margaret. "The role of clinical supervision in communication skills training." Thesis, University of Manchester, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497488.
Full textLi, Dan. "Transitional dynamics of clinical supervision: using Markov chain analysis." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6181.
Full textMcMahon, Mary L. "Perceptions of clinical supervision in school guidance and counselling." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36556/1/36556_Digitised%20Thesis.pdf.
Full textDixon, Elizabeth May. "Examining clinical supervison with palliative care nurses." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3029.
Full textTeufel, Lee A. "Clinical supervision of child and adolescent counselors in residential foster care : a collective case study." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002192.
Full textRoe, Dawn T. "Audio-visual technology in clinical practice, supervision, and professional development." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14394/.
Full textHouk, Tracy A. "The clinical supervision experiences of beginning teachers, a qualitative study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq39144.pdf.
Full textMelin, Ingela. "Motivating clinical treatment of obesity : methods, education, supervision and outcome /." Stockholm, 2004. http://diss.kib.ki.se/2004/91-7140-137-7/.
Full textSloan, Graham C. M. "An illuminative evaluation of clinical supervision in mental health nursing." Thesis, Glasgow Caledonian University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405004.
Full textMunchel, Brittani Fiore. "Exploratory Study of Counseling Professionals' Attitudes Toward Distance Clinical Supervision." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739527.
Full textMany forms of distance clinical supervision (DCS) have been used in the last decade, but a sparse amount of research addressing (DCS) in counselor education exists to date. The author used random and snowball sampling to survey American Counseling Association members, with a analytic sample total of 96 participants. In the sample, 54.2% of participants were licensed counseling professionals and 39.6% were student or post-masters level interns. The average participant age was 43, ranging from 23 to 74 years. Participants had a mean of 8.1 years of experience. A total of 37.5% of participants had used DCS at some point for supervision sessions. Overall, participants have a positive attitude toward DCS, agreeing most that DCS is a valid form of supervision and that they are interested in learning about DCS. Overall, participants are being minimally exposed to DCS (x¯ = 1.61). A moderate, negative relationship (r = -.39, p < .001) exists between individuals whom have used DCS and attitudes toward DCS (Cohen, Cohen, West, & Aiken, 2003, p. 52). Also, a weak, negative relationship (r = -.23, p < .05) was found between individuals who have used DCS and their level of exposure to DCS. There is a limited amount of literature related to DCS and counseling professionals are being minimally exposed to distance clinical supervision. Despite limited exposure and literature, professionals are still using DCS to conduct supervision sessions. Therefore, it would seem important to increase research focused on DCS and develop relevant practices in order for DCS to be an effective form of supervision.
Donough, Gabieba. "Perceptions and experiences of undergraduate nursing students of clinical supervision." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86575.
Full textENGLISH ABSTRACT: Differences were observed in clinical demonstration and assessment techniques of clinical supervisors involved with the supervision of undergraduate nursing students at an institution of higher education. These differing techniques displayed by the clinical supervisors may have implications for the standard of nursing care provided by the students and the throughput of these students. A qualitative approach with a descriptive design was applied to explore the perceptions and experiences of the undergraduate nursing students’ on clinical supervision. Nine (n=9) students were deliberately selected by means of purposive sampling from each year to participate in focus group interviews. Nine 1st year students, nine 2nd year students, nine 3rd year students and nine 4th year students respectively constituted the groups that were interviewed. Thus the total sample consisted of n=36 nursing students. Consent to conduct the study was obtained from the Health Research Ethical Committee at Stellenbosch University, as well the institution under study. Informed consent was obtained from all the participants. Data collection was completed by two trained fieldworkers who were not affiliated with the institution under study. The interviews were analysed through content analysis. Six themes emerged from the data. These included support, professionalism, realities of supervision, student preferences regarding supervisors, experiences that relate to abusive behaviour and the clinical supervision process. The findings indicated negative and positive experiences on clinical supervision. Recommendations were proposed to enhance clinical supervision and the learning experiences of student nurses. Key words: Clinical supervision, undergraduate nursing, clinical supervisor, clinical practice, differing techniques.
AFRIKAANSE OPSOMMING: Verskille was waargeneem in kliniese demonstrasie- en assesseringstegnieke van kliniese toesighouers wat betrokke is met die supervisie van voorgraadse verpleegstudente by 'n institusie van hoër onderwys. Die verskille in tegnieke gedemonstreer deur die kliniese toesighouers mag implikasies hê vir die standaard van verpleegsorg gelewer deur die studente en die slaagsyfer van hierdie studente. 'n Kwalitatiewe benadering met 'n beskrywende ontwerp was toegepas om die persepsies en ervaringe van die voorgraadse verpleegstudente oor kliniese supervisie te verken. Nege (n = 9) studente vanuit elke jaargroep was bewustelik gekies by wyse van doelgerigte steekproefneming om deel te neem in fokusgroep onderhoude. Nege 1ste jaar studente, nege 2de jaar studente, nege 3de jaar studente en nege 4de jaar studente het onderskeidelik die groepe gevorm waarmee onderhoude gevoer was. Die totale steekproef het uit n=36 verpleegstudente bestaan. Toestemming om die studie te doen was vanaf die Etiese Komitee vir Gesondheidsnavorsing by Stellenbosch Universiteit, asook die instelling ter ondersoek verkry. Ingeligte toestemming is van al die deelnemers verkry. Data insameling was deur twee opgeleide veldwerkers gedoen wat nie geaffilieer is met die instelling ter ondersoek nie. Die onderhoude was deur inhoudsontleding geanaliseer. Ses temas het uit die data ontstaan. Dit sluit in ondersteuning, professionaliteit, realiteite van supervisie, student voorkeure ten opsigte van toesighouers, ervaringe wat verband hou met mishandelende gedrag en die kliniese supervisie-proses. Die bevindinge het negatiewe en positiewe ervaringe oor kliniese supervisie getoon. Aanbevelings is voorgestel om kliniese supervisie en die leerervaring van die studentverpleegsters te verbeter. Sleutelwoorde: Kliniese supervisie, voorgraadse verpleging, kliniese toesighouer, kliniese praktyk, teenstrydige tegnieke.
Green, David Russell. "Investigating the core skills of clinical supervision : a qualitative analysis." Thesis, University of Leeds, 1998. http://etheses.whiterose.ac.uk/249/.
Full textBourgeois, Paul J. "Clinical Supervision of Rehabilitation Counselors and the Use of Technology." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/578618.
Full textMiyoshi, Makoto. "THE ELEMENTS OF THE CLINICAL SUPERVISION: EXPORTING CONCEPTS TO JAPAN." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1167.
Full textArmstrong, Lauren. "Supervision, Clinical Training, Personal Growth and the Values of Novice Clinicians." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283166.
Full textThe purpose of this qualitative, autoethnographic study was to identify and explore the values that promoted personal growth and that emerged out of the clinical training and supervision experience of novice clinicians within one clinical psychology doctoral program. Participants included three first-year doctoral students in clinical psychology, one of whom was the primary researcher. Participants completed journal entries approximately twice monthly for seven months, resulting in a total of 54 entries that were examined using a content analysis approach. Content analysis, conducted by the primary researcher, involved coding data for themes and patterns that were representative of values, as well as indications that these values oriented the participant toward personal growth. Journal entries were first analyzed and coded based on whether they fit the definitional criteria of a value and then coded secondarily for the value itself. Specifically, cited in descending order, content analysis identified the following values: (a) awareness; (b) knowledge; (c) bravery; (d) competence; (e) learning; (f) humility; (g) community; (h) acceptance; (i) openness; and (j) curiosity. Awareness, as it related to self-regulation and to skill development was the most highly identified value. Future researchers may consider expanding on these results with a larger and more heterogeneous sample of novice clinicians.
Ibarra, Alberto Luis. "Novice Clinicians and the Experience of Transcendence in Clinical Training and Supervision." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264957.
Full textThis autoethnographic study, from the perspective of novice clinicians, used a directed, or deductive, qualitative content analysis to explore the presence of transcendent experiences, as one aspect of personal growth for three first year clinical psychology doctoral students. A total of fifty-three journal entries describing critical moments during their first-year clinical training and supervision experience were used for this study. Coding categories for transcendence that reflected the quality of “being more” were drawn from existing literature. In descending order of frequency, results from this exploratory study found that transcendence was experienced by these trainees, centered first and predominantly on capacity (or competence), followed by themes involving: the pursuit of truth, the emergence of altruism, the development of self-identity, reflections beyond the self, awe and spirituality and finally, growth through peak experiences. The findings are discussed as they relate to current literature, along with limitations, implications and recommendations, and this author’s personal reflections.
Ögren, Marie-Louise. "Group supervision : learning psychotherapy in a small group format /." Stockholm, 2001. http://diss.kib.ki.se/2001/91-628-4758-9/.
Full textRawlinson, Mark Roland. "Improving access to clinical supervision through action research with community nurses : what are the build and design criteria for an online virtual environment for clinical supervision?" Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/341113/.
Full textPlatt, Jason James Sandberg Jonathan. "Supervision and clinical competency evaluations the influence of the supervisor's gender /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.
Full textDuncan-Grant, Alec. "Clinical supervision activity among mental health nurses : a critical organizational ethnography." Thesis, University of Brighton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299192.
Full textBrocklehurst, Neil John. "An evaluation study of clinical supervision programmes in six NHS trusts." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322382.
Full textWilliams, A. Lynn. "Updates on the Role and Importance of Clinical Education and Supervision." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2033.
Full textBowman, Denine Rachelle. "Do Art Tasks Enhance the Clinical Supervision of Counselors-in-Training?" Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28138.
Full textPh. D.
Diaz, Emma. "Redefining resistance: Exploring how multiracial women promote justice during clinical supervision." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1843.
Full textDobney, William Lloyd. "Institutionalization of clinical supervision in the public schools of North Carolina." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/50007.
Full textEd. D.
incomplete_metadata
Miller, Mark Ian. "The supervisory alliance and psychology interns disclosures of clinically relevant events in supervision." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10145411.
Full textThe purpose of this study was to examine the relationship between the bond component of the supervisory alliance and trainee disclosure of clinically relevant events in supervision. This is a procedural replication of Okek’s 2013 study using a novel analog-based survey assessing for willingness and likelihood of disclosure provided scenarios in psychotherapy practice, as well as bond, degree of collaboration in the supervisory relationship, and degree of hierarchy within the respondents’ respective internship training sites. One hundred, eighty-nine predoctoral psychology interns ( N = 189) completed the web-based self-report questionnaires assessing willingness and likelihood of disclosure provided scenarios in psychotherapy practice, as well as alliance bond, degree of collaboration in the supervisory relationship, and degree of hierarchy within the respondents’ respective internship training sites, and demographic items. Analyses revealed statistically significant positive correlations between (a) the supervisory alliance and comfort with and likelihood of disclosure, (b) supervisory alliance and participants’ perception of collaboration within their supervisory relationships. No relationship was found between supervisory alliance and perceived degree of hierarchy at respondents’ training sites. This study supports and expands on previous research on disclosure and supervisory alliance. Implications for supervision and clinical practice are explored.
Eisert, Shelly. "Addressing Limited Clinical Experiences for Nursing Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1005.
Full textLundblad, Frans. "Handledning : Handledarnas upplevelse av handledning under VFU för specialistsjuksköterskor i psykiatri." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap, HV, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-18292.
Full textCaldwell, Sarah B. S. "The Relationship between the Supervisory Working Alliance and Student Self-efficacy in Genetic Counseling Training." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491317155857356.
Full text