Kollegiale Beratung in der Pflege
Abstract
Student's book on peer group supervision in the health care services. Content: Preface | 1 Peer group supervision – basics | 2 A structured model on peer group supervision | 3 Introducing and promoting peer group supervision in practice | Abstract | References || Studienbrief zu kollegialer Beratung in der Pflege. Inhalt: Einleitung | 1 Kollegiale Beratung – Grundlagen | 2 Ein Modell zu kollegialer Beratung | 3 Kollegiale Beratung einführen und fördern | Zusammenfassung | Literaturverzeichnis
... Die Peergruppe bildet den sozialen Rahmen für das Beratungsformat, darüber hinaus erfüllen sie und ihre Mitglieder wichtige Funktionen im Beratungsprozess. Peergruppen sind sinnvollerweise längerfristig angelegt, da Forschungsbefunde darauf hindeuten, dass einige Effekte von kollegialer Beratung mit einem längeren Zeitraum einhergehen (Tietze 2016b). Eine praktikable Anzahl an Mitgliedern liegt zwischen fünf und zehn, unter anderem, um die Funktionsfähigkeit einer Peergruppe zu sichern, um die in Ablaufmodellen notwendigen Rollen zu besetzen und um eine für Fallberatung produktive Perspektivenpluralität bereitzustellen. ...
... Die Ebenen hängen nicht zwingend zusammen und müssen nicht gleichzeitig gemeint sein. So können Arbeitskollegen (Ebene 1) unkollegial miteinander umgehen (Ebene 2), oder sie können sich anderen gegenüber kollegial zeigen (Ebene 2) und dennoch deren Bedenken ignorieren und allein entscheiden (Ebene 3) (Tietze 2016b). ...
Von weitem erscheint kollegiale Beratung als reizvoller Ansatz, der einfach zu begreifen ist. Kollegiale Beratung wird durch vier Kernmerkmale charakterisiert: (1) der Fokus auf berufs- und personenbezogene Fälle Einzelner, (2) die soziale Konstellation der Gruppe, (3) ein für Fallberatung geeigneter Ablauf, (4) die Umkehrbarkeit sämtlicher Beratungsbeziehungen. Sie werden näher betrachtet, einige Variablen aufgezeigt und Grenzziehungen thematisiert. Zudem wird die Bedeutung von Kollegialität für das Beratungsformat eingeordnet. Die Erörterungen zeigen, dass das Geschehen in und mögliche Wirkungen von kollegialer Beratung auf komplexen psychologischen und sozialen Prozessen beruhen.
Zusammenfassung. Die kollegiale Beratung stellt eine weitverbreitete Methode zur Weiterentwicklung arbeitsrelevanter Kompetenzen dar. Ihr potenzieller Beitrag zur individuellen Stressprävention und Gesundheitsförderung wurde bisher kaum empirisch untersucht. Ziel dieser Interventionsstudie war es, postulierte Wirkungen und Wirkprozesse auf der Grundlage arbeitspsychologischer Modelle zu überprüfen. In einer psychiatrischen Klinik wurde die kollegiale Beratung in einer fünf-monatigen Pilotphase organisationsweit eingeführt. Durchschnittlich nahmen in den Gruppen vier bis fünf Pflegekräfte etwa einmal monatlich freiwillig an von ingesamt 19 geschulten Moderatoren geleiteten Sitzungen teil. Diese Maßnahme wurde mit einer Testbatterie im Prä-Post-Design evaluiert. Von 102 Pflegemitarbeitern beteiligten sich 60 an beiden Befragungen. Von diesen nahmen 32 Personen mindestens dreimal an den Sitzungen teil (Treatment-Gruppe). Die Ergebnisse zeigen keine Effekte auf interne Ressourcen wie problemorientierte Stressbewältigung, Handlungskompetenzen und berufliche Selbstwirksamkeit. Externe Ressourcen, u.a. Entscheidungsspielraum und soziale Unterstützung, verbesserten sich in der Gesamtgruppe signifikant. Bei den gesundheitlichen Outcomes (Irritation und Burnout) zeigte sich lediglich eine signifikante Abnahme emotionaler Irritation. Zwischen der Treatment- und der Kontrollgruppe trat nur bei einer Variablen ein signifikanter Verlaufsunterschied auf. Aus der Studie werden Praxisempfehlungen für die Durchführung und Evaluation der kollegialen Beratung abgeleitet.
Peer supervision is a method which enables the counselors to be involved in a continuous learning process throughout their professional career and not only when they are in training. It is a personal way of learning in which a pair or a small group of colleagues gives supervision to one another. In this article some advantages, potential pitfalls and conditions or "guidelines" that should be followed to ensure the most effective peer supervision experience are discussed. An effective evaluation can greatly improve the process of peer supervision and can successfully minimise potential obstacles and pitfalls. Hence, in the second part of the article we describe the internal evaluation of the peer supervision process and illustrate it with some results of final evaluations from four peer supervision processes.
Die allgemeine Psychologie in 5 kompakten Bänden! Stellen Sie sich je nach Studien- und Prüfungsschwerpunkten aus dieser neuen Reihe die Module zusammen, die Sie benötigen. Dieser Band enthält alle prüfungsrelevanten Themen des Faches Denken : Im Teil Entscheiden werden die zentralen Phasen des Entscheidungsprozesses vorgestellt, von der Informationssuche über Bewertungsprozesse bis zu den Effekten einer getroffenen Entscheidung. Im zweiten Teil Urteilen lernt der Leser die menschlichen Strategien und Regeln der Urteilsbildung kennen und wie Urteile sozial, emotional und motivational beeinflusst werden. Theorien und spannende Phänomene des Problemlösens bilden Teil 3 des Bandes.
Die prüfungsrelevanten Themen des Faches sind vollständig abgedeckt und sehr lernfreundlich aufbereitet durch zahlreiche Fallbeispiele, Bezüge zur Berufspraxis, Definitionen, Lernziele, Kontrollfragen und vertiefende Literatur. Das Buch ist gleichzeitig sehr kompakt: eine ausführliche Randspalte (fast-track) bietet das Wichtigste in Kürze damit auch unter Zeitdruck alles Wesentliche hängenbleibt. Und es bietet noch mehr: Die begleitende Website enthält zahlreiche Lerntools für Studierende und Materialien für Dozenten.
Clinical supervision (CS) has been found to be beneficial in the role development of nurses and can contribute to increased job satisfaction and reduced burnout. However, implementing CS can be resource intensive, and there are few accounts of it being implemented in developing countries. Ten psychiatric nurses in Trinidad engaged in an action research project over a 5-month period to develop, implement, and undertake an initial evaluation of a model of peer-group CS for use in routine practice. The participants were involved in undertaking peer-group CS and contributing to monthly focus groups to reflect on the practices and further refine the model. This inexpensive form of CS was perceived by participants to have positive effects on the way they viewed and practiced nursing. An outline of the model and initial evaluation is presented, but further research is necessary to establish the sustainability of the model in practice.
Getz - Roanoke County Peer Group Clinical Supervision Program (GPGCS) was designed and implemented for K-6 school counselors by Getz, Assistant Professor, Virginia Tech, and Kelly, Counseling and Guidance Director for Roanoke County, Virginia, School Division. G-PGCS began in the fall of 1994 and has continued to the present; however, there have been no studies on the clinical supervision effects of the program. Therefore, the purpose of this study was to conduct a qualitative evaluation of G-PGCS. The evaluation participants in this evaluation included Kelly, Roanoke County (1997-98) K-5 school counselors, Roanoke County School System's Career Counseling and Guidance Coordinator, and selected elementary school principals. The sources of data for the evaluation included interviews with selected evaluation participants, Semantic Differential Scales (SDS) designed for this evaluation, the Job Satisfaction Blank (JSB; Hoppock, 1935), a counselor burnout SDS (Cummings and Nall, 1983), an informal observation of a G-PGCS session, responses to an anonymous memorandum, program documents, and videotape reviews of four G-PGCS sessions. Interview guides were formulated for the interviews. The SDS was designed to measure meanings of supervision concepts and to provide conformation data on the G-PGCS counselor interviews. iii G-PGCS session tape reviews and informal observation found the GPGCS counselors' clinical supervision skills to be adequate. As a result of participation in G-PGCS, the K-5 counselors interviewed reported gains in counseling skills, positive professional changes, and personal growth. JSB and burnout SDS means of the G-PGCS counselors indicated that they have a high job satisfaction and low counselor burnout levels. G-PGCS counselors' JSB mean was significan...
Peer group supervision has had little attention in the research literature, although it is a common form of supervision utilised by psychologists in practice. The development and implementation of a structured peer supervision group (PSG) with nine trainee psychologists, within the training setting of university–based services, is described in this study. Audio–recordings of nine hour–long PSG sessions, four individual supervision sessions, a focus group evaluation and individual trainee interviews were gathered, to explore the potential contributions of PSG to a training programme. The data were subjected to a systematic data analytic procedure based on the principles of grounded theory. The findings illustrate a different form of learning experience in PSG, which may complement the learning in dyadic supervision. Strategies which seem to facilitate learning for trainees are derived from a comparison of case material presented in the contexts of both PSG and dyadic supervision. Potential ways of optimising supervision experiences are discussed, and recommendations are made for the further development of the PSG model.
The Consultation Circle, an effective technique for developing peer consultation skills in field seminar, offers a structured process for giving and receiving feedback. This technique empowers students, who because of personality style, perceived gender constraints, or cultural norms, may be reticent to participate. Because peer consultation is rapidly becoming a feature of social service agency infrastructure for practice review and professional development, incorporating the Consultation Circle in field seminar enhances students' preparation for the realities of professional practice. Although use of the technique in field seminars is described in the paper, it has been used successfully in multi-disciplinary, multicultural agency settings.
Describes how a public welfare agency implemented peer group supervision to respond to problems interfering with delivery of services, such as limited funding, declassification of positions, and inadequate training. At 1-yr evaluation, 46 staff completed questionnaires rating the program on a range of variables. 34 Ss stated that participation in peer supervision should be mandatory. Peer group supervision legitimized the informal process of sharing. The use of protected time indicated to the Ss that a crisis-approach to case management was less desirable than a more strategic approach. The model demonstrated agency concern for ongoing professional growth and the agency's desire to help prevent burnout. (0 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This paper is a report of a study to test the effect of participating in a reflecting peer-support group on self-reported health, burnout and on perceived changes in work conditions.
Stress-related conditions are one of the most common causes for long-term sick-leave. There is limited evidence for the effectiveness of person-directed interventions aimed at reducing stress levels in healthcare workers. Prior research in the relationship between support and burnout show somewhat inconsistent results.
A randomized controlled trial with peer-support groups as the intervention was conducted with 660 healthcare workers scoring above the 75th percentile on the exhaustion dimension of the Oldenburg Burnout Inventory. One hundred and fifty-one (22.9%) agreed to participate. The intervention started in 2002 with 51 participants (96.1% were women), 80 of whom constituted the control group. Potential differences in outcome measures 12 months after the intervention were compared using ancova, and data collected was completed in 2004. Qualitative content analyses were used to analyse reported experiences from group participation.
Statistically significant intervention effects were found for general health, perceived quantitative demands at work, participation and development opportunities at work and in support at work. Seven categories of experiences from participating were identified: talking to others in a similar situation, knowledge, sense of belonging, self-confidence, structure, relief of symptoms and behavioural change.
Peer-support groups using a problem-based method could be a useful and comparatively inexpensive tool in alleviating work-related stress and burnout.
After attending graduate nursing school, and being exposed to the concepts of peer supervision and consultation, six women formed a peer consultation group. A peer consultation group, simply stated, is a professional support group. In this article, evolution of the group process is described from personal experience and personal perspectives. The aim is to inspire other CNSs and nursing personnel involved in advanced practice to consider involvement in such a group to enhance their own professional growth and well-being. Although the format, group size, individual composition, and beneficial aspects of the group have varied throughout the 5-year tenure, group members unanimously agree that such a forum has been invaluable for their professional growth and development.
Peer supervision groups (PSGs) are attractive to psychotherapists for many reasons, including ongoing consultation and support, networking, and combating professional isolation. These leaderless groups offer opportunities for interpersonal learning from peers, and the parallel process within PSGs can be an important consultative tool. Unfortunately, many PSGs fail. PSGs benefit from careful attention to contract, task, gatekeeping, and group process, including resistances and dynamics of competition, and shame.
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