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Developing and implementing ‘meta-supervision’ for mental health nursing staff supervisees: opportunities and challenges

Published online by Cambridge University Press:  14 October 2016

Niels Buus ,
Lisa Lynch  and
Henrik Gonge
Niels Buus*
Affiliation:
Faculty of Nursing and Midwifery, University of Sydney and St. Vincent's Hospital Sydney, Australia
Lisa Lynch
Affiliation:
Chief of Clinical & Site Operations, Yarra Ranges & Program Director Women & Children Eastern Health, Victoria, Australia
Henrik Gonge
Affiliation:
Odense University Hospital, Research Unit of Mental Health, Odense, Denmark
*
*Author for correspondence: Dr N. Buus, Sydney Nursing School. The University of Sydney. 88, Mallet Street, Camperdown, NSW 2050, Australia (niels.buus@sydney.edu.au).
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Abstract

This paper reports from a study of an intervention aimed at strengthening mental health nursing staff supervision. We developed and tested a short-term group-based meta-supervision intervention as a supplement to usual supervision. The intervention drew on action learning principles to activate and inspire supervisees to develop strategies for influencing their own supervision practices. The core ‘meta-supervisory’ process was organized round participants’ reflections on the possible benefits of supervision, their perceived barriers to realizing the benefits, and the articulation of concrete actions to overcome the barriers. In this paper, we introduce previously reported findings from the study and present two novel supplementary analyses of data from the meta-supervision process. First, we analyse a transcript of an audio recording made during the intervention, which illustrates how supervisees generate empowering psychosocial resources through the group processes. Second, we analyse supervisees’ paraphrased accounts of barriers to effective supervision and their accounts of personal projects to overcome the barriers. Barriers ‘outside’ the supervision setting primarily inspired projects aimed at creating structural change, whereas barriers ‘inside’ the supervision setting inspired projects aimed at creating individual change. The meta-supervision intervention was effective in increasing participation in supervision, but it shared the same problems of resistance and reluctance as often observed in supervision in general. In the discussion, we compare our ‘bottom-up’ approach to activating supervisees and implementing supervision practices with ‘top-down’ approaches. The meta-supervision intervention illustrated the importance of engaging supervisees in their own supervision and suggested how it can have both individual and organizational benefits.

Keywords

Action learningclinical supervisioneducation and traininghealthcare professionalsmeta-supervisionmotivation
Type
Special Issue: International Developments in Supporting and Developing CBT Supervisors
Information
the Cognitive Behaviour Therapist , Volume 9 , 2016 , e22
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 2016 

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References

Recommended follow-up reading

Buus, N, Cassedy, P, Gonge, H (2013). Developing a manual for strengthening mental health nurses’ clinical supervision. Issues in Mental Health Nursing 34, 344–349.Google Scholar
Gonge, H, Buus, N (2015). Is it possible to strengthen psychiatric nursing staff's clinical supervision? RCT of a meta-supervision intervention. Journal of Advanced Nursing 71, 909–921.Google Scholar

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