Clinical supervision: From staff nurse to nurse consultant. Part 9: Models of implementation

摘要

This series explores the principles and applications of clinical supervision. Previous articles have examined its development, mentoring and preceptorship, confidentiality, the Nursing and Midwifery Council's perspective, practicalities of running a session, a Trust perspective, and the responsibilities of the clinical manager.This article examines the different ways in which clinical supervision can be implemented. It is important to emphasise that there is no single model of clinical supervision that fits all clinical areas and the different levels and experiences of staff. There are the general principles, which are being covered in this series, but there is no one 'magic formula'. Sadly, I still hear of Trusts investing considerable sums of money to train staff in the latest fashion in supervision, be it John's, Paul's, Georges, Bingo's, restorative, explorative or normative. The principles of clinical supervision have and always will be fundamentally simple-a more experienced person gives time to a less experienced person, during which time they examine practice from one or a combination of support, development and standards (restorative, formative and normative: Fowler, 1998). The skill in making it work is not to keep reinventing it, but to support its implementation and ongoing practice.