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Clinical supervision for nurses working with people with HIV/AIDS

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  • Independent Researcher

Abstract

Nurses caring for people with HIV disease may have support and developmental needs related to knowledge, attitudes, stress and isolation. The potential benefits of supervision may be illustrated by exploring models that could meet the needs of nurses caring for people with HIV disease.
... This would include the ability to anticipant nurse's strengths and weakness in particular clinical situations in order to maximize patient safety and improve quality of patient care. (20,198,(255)(256)(257)(258)(259)(260)(261) ...
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There is a growing awareness of and commitment to the value of clinical supervision and the supervisory relationship in nursing profession. Clinical supervision in nursing is gaining rapid acceptance as a mechanism that promotes safe and effective practice, maintains standards and accountability, and develops nurse practitioners' autonomy. It combines both professional development and personal growth. It is a cornerstone of clinical practice and concerned with the provision of monitoring, guidance and feedback on matters of personal, professional and educational development in the context of nurses' care of patients. Clinical supervision has been put forward as one possible solution to the nursing crisis. It is considered to be an important strategy in recruiting and retaining high quality staff.
... Sexuality practitioners such as sexuality, terminal illness in young Faugier and Hicken (1996a p. 27), have suggested that: 'The people or the concerns and negative attitudes of signifiadditional challenge of accepting and coming to terms cant others (e.g. medical and nursing colleagues, friends with the sexuality of others is something that most proand family) (Palmer, 1995). fessionals express a need to be prepared for'. ...
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The role of the clinical nurse specialists (HIV/AIDS) who work in areas with a low known prevalence of HIV is considered and their contribution to patient care, either directly or indirectly through the education and support of other health care workers, is discussed. Attention is given to the implications for nursing practice and the role of the clinical nurse specialist associated with the relative infrequency of contact with patients who have HIV disease; and some of the issues for people living with HIV/AIDS in rural areas are alluded to. Finally, some of the limitations of the clinical nurse specialist role are delineated and some consideration is given to the future role of clinical nurse specialists for HIV and AIDS.
... What may be considered`new' about supervizing students thus concerns the methods of education which have shifted from teaching to learning perspectives. In the supervision literature, educational perspectives are derived from Scho È n's re¯ective practice/action-research theories, Kemmis' action research theories, Kolb's experimental learning theories and Benner and Wrubel's hermeneutic analysis (Palmer 1995). Therefore, student supervision is self-directed adult learning. ...
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Clinical supervision and managerial supervision: some historical and conceptual considerations The current lack of consensus among authors in the United Kingdom on the concept of clinical supervision continues unabated, although enthusiasm for its implementation is being questioned by those who would be supervized. The literature now reports confusion among practitioners on the differences between clinical and managerial supervision, and supervision and therapy. This paper addresses the differences between clinical and managerial supervision by revealing nursing’s history of clinical supervision. It is argued that until the current underlying conceptual ambiguities are identified and corrected, clinical supervision remains at risk of deteriorating into managerial supervision.
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Background The concept of clinical supervision is well known within the nursing profession though numerous definitions and theoretical models proposed for implementation have led to a degree of confusion. The debate within dietetics is just beginning, with the recent formation of a BDA working group seeking to clarify clinical supervision for the profession. Aims This essay provides an overview of clinical supervision together with reflection which is considered to be integral to the process and proposes that clinical supervision can provide a vehicle for supporting continuous professional development for all dietitans. It is perhaps unfortunate that the descriptive ‘clinical’ is used throughout the literature as this often leads to an incorrect assumption that the scope of the process is limited to acute services. However, as patient care takes many forms within a range of environments, the broader meaning of ‘clinical’ as pertaining to ‘patient care’ needs to be acknowledged. Caution in choosing a model for the profession is advised, as any model needs to fit the practice and not vice versa.
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This paper describes a method of clinical supervision that engages a Macmillan home care nurse in an existential-phenomenological exchange. A synthesis of Egan's method of problem management and phenomenological interviewing, is offered as an approach to clinical supervision considered appropriate for palliative care nursing. Through a case study approach the author affords glimpses into the life world of palliative care nursing. It is suggested that conflicts experienced in the field both manifest themselves in the supervisory encounter and parallel the nurse's and supervisor's own existential struggles. The discussion as such throws light on what is, frequently, the heart rending nature of palliative care nurses' chosen area of work and illuminates the mutual profundity of the experience of palliative care.
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The role of the mentor has been found to be crucial for learning, yet mentorship in HIV/AIDS nursing care has not been well documented. The purpose of this study was to (a) examine the characteristics of a nurse mentor in HIV care as perceived by nursing and medical students and HIV staff, and (b) explore an HIV nurse mentor's perceptions of her role and responsibilities in the professional development of students and staff. Mentorship, as a process of "coming full circle," was highlighted by the mentor's accounts of early influences in her career as well as students' and staff members' intents to facilitate the professional development of the next generation. The legacy of excellent HIV nursing care can be continued if expert HIV nurse mentors are identified and encouraged to work with students, inexperienced nurses, and health care providers. Health care institutions have a responsibility to foster mentorship in HIV/AIDS care to assure quality health care for clients and the professional development of expert nurses in HIV/AIDS care.
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