Diane L. Cox MSc PhD Dip COT CertLTHE, Gonzalo Araoz BA MA PhD
{"title":"The experience of therapy supervision within a UK multi-centre randomized controlled trial","authors":"Diane L. Cox MSc PhD Dip COT CertLTHE, Gonzalo Araoz BA MA PhD","doi":"10.1111/j.1473-6861.2009.00218.x","DOIUrl":null,"url":null,"abstract":"<p>This study was set within the UK inter-professional multi-centre randomized controlled PACE Trial of manual-based therapy (<i>BMC Neurology</i>, 2007, <b>7</b>: 6). The aim of supervision within ‘the trial’ was to maintain specificity of manual-based therapy, sustain retention of therapists, manage quality control and assurance of the therapy, monitor competence in delivering therapy and enhance professional development. The rationale for the study was that the approach to supervision within the trial appeared to be different from the previous experience of supervision for many of the therapists, especially occupational therapists and physiotherapists. A self-report questionnaire utilizing survey methodology identified differences in therapists’ previous clinical supervision and current supervision experience within the trial. All respondents (<i>n</i> = 14) indicated that they liked and preferred supervision that was agenda structured, one to one and regular (at least once a month), interspersed with group (team supervision), peer support meetings, review of taped therapy sessions by supervisor and/or peer for feedback and competency rating. In the main this combination of supervision methods had not been previously experienced. This has implications for practice and future therapy research that both therapists and managers will need to consider. In particular the implementation of group supervision and review of audio taped therapy sessions for analysis, review and feedback in practice to enhance learning and client care.</p>","PeriodicalId":100874,"journal":{"name":"Learning in Health and Social Care","volume":"8 4","pages":"301-314"},"PeriodicalIF":0.0000,"publicationDate":"2009-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1473-6861.2009.00218.x","citationCount":"24","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning in Health and Social Care","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/j.1473-6861.2009.00218.x","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 24
Abstract
This study was set within the UK inter-professional multi-centre randomized controlled PACE Trial of manual-based therapy (BMC Neurology, 2007, 7: 6). The aim of supervision within ‘the trial’ was to maintain specificity of manual-based therapy, sustain retention of therapists, manage quality control and assurance of the therapy, monitor competence in delivering therapy and enhance professional development. The rationale for the study was that the approach to supervision within the trial appeared to be different from the previous experience of supervision for many of the therapists, especially occupational therapists and physiotherapists. A self-report questionnaire utilizing survey methodology identified differences in therapists’ previous clinical supervision and current supervision experience within the trial. All respondents (n = 14) indicated that they liked and preferred supervision that was agenda structured, one to one and regular (at least once a month), interspersed with group (team supervision), peer support meetings, review of taped therapy sessions by supervisor and/or peer for feedback and competency rating. In the main this combination of supervision methods had not been previously experienced. This has implications for practice and future therapy research that both therapists and managers will need to consider. In particular the implementation of group supervision and review of audio taped therapy sessions for analysis, review and feedback in practice to enhance learning and client care.