. Demonstrate a critical awareness of the professional and leadership relevance of group clinical supervision.
Module code: MNAHT3AGC
Level of study: 6
Number of credits: 20
Programme the module belongs to BSc (Hons) Nursing Adult
Faculty: Medicine, Health & Social Care
Academic calendar: B1
Semester/Trimester of delivery: Semester 1 and 2
Start date of the module: October 2020
Location of study: Canterbury & Medway campuses (Online and face to face delivery)
Study hours for the module: 200
- Number of contact hours and pattern of delivery: 25 hours
- 6 group clinical supervision sessions (face to face when possible)
- 4 online narrated core lectures followed by 4 PAT led small group seminars (face to face when possible)
- 3 timetabled tutorials
- Number of hours when students are expected to study independently or amongst peers, with no direct academic contact: 175
How to access tutorials and other module support: The module is led by your personal academic tutor for both the clinical Supervision and academic development aspects of the module.
Who is the module for? This module is a compulsory module for third year students on the BSc (Hons) Nursing
Module aims: The 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 and to promote and professional development of the students in preparation for becoming a registered nurse and gaining employment.
Brief module description/summary: Students will explore the philosophical perspectives of research approaches, consider a range of research methodologies, the important role of governance, ethical practises and the contribution of evidence to inform nursing practice. They will continue to develop the skills of critical reflection and writing and further advance their information retrieval skills evaluating sources of knowledge, contextualising the difference between information, opinion and research-based knowledge. They will recognise the contribution of evidence in identifying the need for changes in service delivery and its role in innovatory practice to the benefit of service users and their families whilst acknowledging and appreciating the impact that may result from a financial and physical resource perspective. An appreciation of budgetary management and business planning therefore will also be embraced within the module.
Module learning outcomes:
By the end of this module students should be able to:
1. Demonstrate a critical awareness of the professional and leadership relevance of group clinical supervision.
2. Identify and critically discuss the main themes that emerged from a case discussed in Adult Group Clinical Supervision and relate these to promoting and developing resilience in care provision.
3. Analyse aspects of their own learning and developing ability to reflect and be reflexive through the process of group clinical supervision.
4. Critically evaluate own personal and professional development, and articulate their suitability for employment as a Registered Adult Nurse
Overview of learning and teaching activities on the module:
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 2018), 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.
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 and 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 and cultural competency.
Students will be allocated into programme clinical supervision groups, (approx. 8 -12 students from within their specific programme) and remain in the group for the duration of the module. The clinical supervision sessions will last between 90-120 minutes and will take place in the University. 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.
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 6 which will include critical thinking and analysis.
Personal Development Planning will be considered including enhanced skills, attainment of new skills, role advancement, and career progression linked to gaining future employment and establishing a framework for life-long learning as a registered nurse.
The PAT will continue to provide and afford opportunities for pastoral support
Equipment you need to bring to class: For the face to face sessions you will only need to bring the standard COVID
For the on-line sessions you will require access to a computer with internet, webcam and headphones to allow students to interact in with the lecturer and student colleagues within the virtual classroom.
Assessments:
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Summative assessment Type
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% weighting
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Deadline for submission of work and where assignment should be submitted |
Date for return of mark/grade and feedback and where they will be returned |
Minimum pass mark for assessment task 40% |
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1. A conference style presentation (2000-word equivalent) |
(50% of module, 50% of grade)
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Date of submission 1400 12/02/21 submitted via Grade Centre |
Via Grade centre following the 3-week turnaround |
40% Both elements of the assessment must be passed in order to pass the module |
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2. A 2000 word written reflection of a practice experience or case that was discussed in one of the clinical supervision groups |
Date of submission 1400 09/07/21 submitted via Turnitin |
Via Turnitin following the 3-week turnaround |
- Further information about the assessment can be found at the end of this handbook, in the “assessment brief” section.
Indicative schedule of delivery: This module will be delivered using Blackboard Collaborate.
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Programme: |
BSc (Hons) Nursing (Adult) |
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Module Title: |
Adult Clinical Supervision and Professional Development 3 |
Module Code: |
MNAHT3AGC |
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Cohort: |
S18
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Number of students: |
276 |
Updated: |
10/09/20 |
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Module Leader: |
Nicole Pollock (As of 01st December 2020) |
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Week |
Date |
Time |
Session Type and Title |
Room |
Lecturer |
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6 |
06/10 2020 (a Groups) 09/10 2020 (b groups) |
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Clinical Supervision Core Narrated powerpoint on module Blackboard to be viewed prior to the exercises |
|
Martin Bedford |
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1000- 1300 |
Group Clinical Supervision and Group Clinical supervision exercises
|
Face to face |
PATS |
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1330- 1600 |
Catch up tutorials with PATS |
Face to face |
PATS |
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|
|
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12 |
17/11 2020 (a Groups) 20/11 2020 (b groups) |
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Assignment Preparation (Narrated Powerpoint and Reflection) |
|
Martin Bedford |
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1000-1230 |
Group Clinical Supervision and Group Clinical supervision exercises |
Face to face |
PATS |
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1330-1600 |
Critical Reflection Writing skills Narrated Powerpoint skills check |
Face to face |
PATS |
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|
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15 |
08/12 2020 (a Groups) 11/12 2020 (b groups |
0900-1300 |
PAT Tutorials |
Virtual Classroom |
PATS |
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16 |
15/12/ 2020 (a Groups) 18/12 2020 (b groups |
0900-1000 |
Core |
Virtual Classroom |
Module lead or other |
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1030-1200 |
Group Clinical Supervision |
Face to face |
PATS |
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1300-1600 |
PD session |
Face to face |
PATS |
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23 |
02/02/ 2021 (a Groups) 05/02/ 2021 (b groups |
0900-1000 |
Core |
Virtual Classroom |
Module lead or other |
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|
1030-1200 |
Group Clinical Supervision |
Face to face |
PATS |
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1300-1600 |
PD session |
Face to face |
PATS |
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29 |
16/03/ 2021 (a Groups) 19/03/ 2021 (b groups |
1000- 1300 |
PD Tutorials |
Face to face |
PATS |
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1400-1600 |
Group Clinical Supervision |
Face to face |
PATS |
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Guidance on how to use independent study time:
For the clinical supervision sessions prepare an outline of (a) significant clinical situation(s) to share with your group, considering how these might relate to the module leaning outcomes Additional guidance will be provided within facilitated online sessions related to specific student requirements.
Referencing system: Please refer to your student handbook. CCCU Harvard refencing style is used.
Learning Materials: Session materials and supporting information is available on Blackboard and through recorded lectures.
Indicative Reference List & Resources
https://www.canterbury.ac.uk/students/study-skills/study-skills.aspx
for self-directed learning in relation to academic/graduate skills focusing on
- Critical thinking skills;
- Writing skills;
- Referencing and understanding plagiarism;
- Group work and presentations;
- Projects, dissertations and reports;
- Employability and personal development;
- Time management.
Cutcliffe JR., Butterworth T and Proctor B (2001) Fundamental Themes in Clinical Supervision London: Routledge.
Chrzastowski S.K. (2011) A Narrative perspective on genograms: revisiting classical Family Therapy methods Clinical Child Psychology and Psychotherapy. 16(4) 635-644.
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.
Holland K. (2016) Cultural Awareness in Nursing and Health Care – An Introductory Text 3rd Edition London: Routledge
Obholzer A., Roberts V.Z. (2019) The Unconscious at Work – A Tavistock Approach to Making Sense of Organizational Life. 2nd Edition. London: Routledge.
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
Sharples, K. (2009) Learning to Learn in Nursing Practice. Exeter: Learning matters ltd (Available as an ebook)
Thompson, S. and Thompson, N. (2008) The Critically Reflective Practitioner. Hampshire: Palgrave Macmillan. (Available as an ebook)
Journals
British Journal of Nursing
Journal of Advanced Nursing
Nurse Education in practice
The Clinical Supervisor
Reassessment information:
Some students may be required to take reassessment for the module, following a decision from a Board of Examiner. Do check the Your Guide to Assessment and Award Processes and seek advice from your Personal Academic Tutor if this is the case for you. Support from the module team will be available in preparation for the reassessments.
Should you be required to take reassessment, the nature of the reassessment will be:
|
Original assessment |
Reassessment type |
Deadline for submission of work and where assignment should be submitted |
|
1.Conference style presentation |
Conference style presentation |
submitted via Grade Centre Date confirmation will be posted on BB |
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2. Written reflection |
Written reflection |
submitted via Turnitin Date confirmation will be posted on BB |
This handbook should be read in conjunction with other sources:
- Student Handbook: for programme academic information applying to all modules
- Current Student Webpages: for generic student experience information
Assessment briefs
PART ONE (PD Element)
A conference style presentation (10 minutes duration) of an action plan based upon the topic identified for the Critical Review of Practice module, which considers their motivation for choice of topic and the potential personal, professional and organisational impact. (2000 words) (50% of module, 50% of grade)
The learning outcome that should be addressed by this assignment is :
4. Critically evaluate own personal and professional development, and articulate their suitability for employment as a Registered Adult Nurse
Specific Guidance:
Produce a narrated power-point of no more than 10 minutes based upon the topic you will be exploring for the Critical Review of Practice (CRoP) module, using the CRoP action plan to structure this presentation.
Topic:
Clearly identify your topic and working title.
Problem/Issue Statement:
Explain why it is significant to
– current healthcare generally and
– adult nursing specifically
Outline any initial (pre-literature search) thoughts/opinions on the topic
Motivation:
Explore why you have chosen this topic consider here
– any personal engagement or experience with the topic?
– Does this relate to a potential area of future working/ employment?
Intention:
Are you hoping to find evidence for a particular view/outcome/strategy in relation to the topic ? OR
Is your study an open enquiry and you have no preference for what the outcome might be?
Either is acceptable
Literature Search Strategy:
Identify key search terms words and show how these link to your topic (PICO).
Explain your choice of databases
Anticipated Impact:
Personally e.g. more understanding of a health care issue which has affected you on a personal level.
Professionally e.g. an opportunity to develop more expertise in relation to a specialism you wish to work in.
Organisationally e.g. provision of evidence in relation to a change in practice you would like to see adopted.
Consider any sustainability aspects which might arise in these three categories.
Challenges/Problems:
Identify any barriers you have encountered in relation to this study and how you have (or intend to) overcome them
Preliminary Findings:
Indicate any early findings and relate these to the sections above.
Draft Submission: For your draft submission (please submit a 2 minute narrated powerpoint which based on your response to the motivation section (above)
Guidance for producing and submitting the Narrated Powerpoint can be found in the assessment section of this module’s Blackboard
PART TWO (GCS Element)
A written reflection of a practice experience or case that was discussed in one of the clinical supervision groups. (2000 words 50% of module mark)
The learning outcomes that should be addressed by this assignment are :
1. Demonstrate a critical awareness of the professional and leadership relevance of group clinical supervision.
2. Identify and critically discuss the main themes that emerged from a case discussed in Adult Group Clinical Supervision and relate these to promoting and developing resilience in care provision.
3. Analyse aspects of their own learning and developing ability to reflect and be reflexive through the process of group clinical supervision.
Reflection is an important and powerful strategy for you to use to develop your professional practice. It enables the linking of practice experience with theoretical aspects of learning to help you to develop, moving from novice to skilled practitioner. Reflection should enhance self-awareness, identifying personal strengths and the areas to focus on for development. Theory helps to direct that new learning by providing relevant knowledge. Critically viewing both ourselves and new knowledge is very important.
Consider the knowledge that you have acquired, the skills you have developed and feelings you have about different situations that you have encountered and about your own development.
To address learning outcomes 1 and 3 it is important that you clearly indicate whether group clinical supervision has assisted you to develop a deeper understanding of practice situations and how this may have improved your practice and help optimise patient outcomes.
The assignment should be written and formatted according to CCCU assignment writing guidelines.
Specific Guidance:
Write a reflection upon one experience of being in the group supervision (conversation had in the group). This may be a case that you brought to the group for discussion or an issue that another student brought to the group. You may use a reflective framework to help structure your reflection or you may wish to refer to theories of reflection in your account of learning through group clinical experience.
You may use subheadings if you wish.
The reflection may be in both first and third person as appropriate.
For example, when introducing the assignment, you might choose either –
“For this assignment I will… “ or
“This assignment will….”
When describing your practice experience or case, and your feelings, it is more appropriate to write in the first person. Here please use “I” rather than “the author” or “the student nurse”.
Introduction:
Produce an introduction which identifies the aims and objectives of the assignment (based upon the module learning outcomes) and signposts the topic for reflection and any reflective framework you intend to use.
Main Body:
If you have identified a reflective framework make sure that you actually use it to structure your assignment. If you are using a framework- please consider closely which framework to use. You may wish to discuss your choice with your module facilitator
Regardless of framework, ensure you include sufficient description of the experience or case to properly contextualise your discussion. Be aware that much of the marks will be allocated to your analysis and your engagement with the literature. Make sure to consider how the group responded to the topic.
Ensure that you address the themes which are present in the module learning outcomes: –
– Professionalism, leadership and clinical supervision
– Resilience in care provision
– Impact of group clinical supervision and any development of your own facilitation skills within the group context.
Conclusion: Include a summary of your key reflective learning and the impact of group discussion.
Additional Assessment information will be under the Assessments tab on Blackboard
