SUPERVISION FOR ADVOCACY: SUPPORTING SELF-CARE

The objective is to examine the intersection of advocacy for social change, the individual’s emotional costs of advocacy, and the use of trauma informed care in supervisory practice to encourage and support advocates and their work. Supervision models exist, but none address the needs of advocates who might become targets for scorn and persecution. The literature on trauma informed care provides a direction to improve the support and supervision of advocates, especially those who use their personal experiences as examples in their work. We reviewed data bases and relevant literature regarding supervision and the principles of trauma informed care. Periodical literature was reviewed for examples of those affected personally and professionally by their advocacy efforts. Review of the literature revealed little new knowledge on supervision but provided a base to apply the principles of trauma informed care to support and encourage advocacy for social change. This paper suggests the use of trauma informed care in supervisory relationships and advocacy work. This is an original approach to encourage and uphold advocates in difficult times.

Enabling nursing students to have a voice in designing a learning resource to support their participation in a clinical placement

Background: There appears to be a gap in the literature with regard to nursing students’ participation in designing learning resources to prepare them for the reality of clinical placements. In addition, the existing research on preparation focuses on skills competency and overlooks the emotional preparation required to navigate the practice context, while preparation of early-year students is not prioritised. Aim: This study had two aims: to provide nursing students with processes and tools to give them a voice in the development of learning resources to prepare for clinical placement; and to address some of the power imbalances between nursing students and clinical supervisors. Methods: This action research study was undertaken collaboratively with students and academic staff as co-researchers and was underpinned by the theoretical perspectives of transformational learning and person-centredness. It used a range of creative methods, such as workshops, critical creativity and critical dialogue. Conclusion: Emotional connection and vulnerability were found to enhance healthful (supervisory) relationships. The co-researchers developed a Student-Led Conversation Form and a process to support students to undertake and lead a conversation with their clinical supervisors and create shared values. Significantly, emotional preparation for clinical placements was found to be important for nursing students facing the reality of practice. Implications for practice: • Innovative approaches to curriculum development are enabled when academic staff authentically engage with nursing students • First-year nursing students experience a sense of empowerment when they engage in student-led learning • Person-centred learning requires academic staff and nursing students to be challenged to develop emotional literacy skills

The Use of a Formative Pedagogy Lens to Enhance and Maintain Virtual Supervisory Relationships: Appreciative Inquiry and Critical Review

Background Virtual supervisory relationships provide an infrastructure for flexible learning, global accessibility, and outreach, connecting individuals worldwide. The surge in web-based educational activities in recent years provides an opportunity to understand the attributes of an effective supervisor-student or mentor-student relationship. Objective The aim of this study is to compare the published literature (through a critical review) with our collective experiences (using small-scale appreciative inquiry [AI]) in an effort to structure and identify the dilemmas and opportunities for virtual supervisory and mentoring relationships, both in terms of stakeholder attributes and skills as well as providing instructional recommendations to enhance virtual learning. Methods A critical review of the literature was conducted followed by an AI of reflections by the authors. The AI questions were derived from the 4D AI framework. Results Despite the multitude of differences between face-to-face and web-based supervision and mentoring, four key dilemmas seem to influence the experiences of stakeholders involved in virtual learning: informal discourses and approachability of mentors; effective virtual communication strategies; authenticity, trust, and work ethics; and sense of self and cultural considerations. Conclusions Virtual mentorship or supervision can be as equally rewarding as an in-person relationship. However, its successful implementation requires active acknowledgment of learners’ needs and careful consideration to develop effective and mutually beneficial student-educator relationships.

The supervisory relationship in the doctoral process: How do Croatian LIS students see it?

The study presented in this paper investigates LIS doctoral students’ perceptions and experiences about the supervision during their doctoral experience, with special emphasis on the qualities of good supervisors and doctoral students. Data were collected through an online survey and follow-up semi-structured interviews with doctoral students from Croatia’s three state universities offering a doctorate in LIS. A total of 60 respondents participated in a quantitative study, and 13 respondents were interviewed. The survey results show that doctoral students tend to prefer formally regulated supervisory relationships whereas supervisors and students have unambiguous and clear understanding of their roles and responsibilities. The findings also reveal that doctoral students seek support in the following areas: research, methodology, emotional support and administrative procedures. Interview participants suggest that a successful supervisory relationship could be facilitated by adequate training, both for supervisors and students. Large majority of survey respondents think that four main characteristics of good supervisors are the following: having time for the student, providing students with timely and constructive feedback, setting research goals and timeline together and helping students become independent in scientific work. Respondents agree that doctoral students, in order to be successful in their study, must be internally motivated and well informed about the chosen study program, they must attend to their responsibilities in a timely manner, meet physically with the supervisor and work toward achieving scholarly independence. The findings of this study can contribute toward better understanding of supervisory relationship at doctoral level, in particular in Croatian LIS academic community, and development of guidelines for successful supervision based on the first hand experience of doctoral students.

Supervisory relationship in cyber supervision: Implications for social work supervision

There is a dearth of research in supervisory relationships in the emerging practice of cyber supervision. This study explores supervisees’ perception of supervision experience and the building of supervisory relationships on a cyber platform. Qualitative interviews were conducted with 24 participants in a nationwide supervision training programme. The findings revealed three themes concerning supervisees’ perception of satisfaction with the online supervisory relationship – the elements that hinder and facilitate relationships – and their impacts on future cyber supervision. The study helped to increase understanding of relationship building on cyber platforms and will have implications for future cyber supervision.