Measuring the Effectiveness of a Genetic Counseling Supervision Training Conference.

Genetic counselors who receive formal training report increased confidence and competence in their supervisory roles. The effectiveness of specific formal supervision training has not been assessed previously. A day-long GC supervision conference was designed based on published supervision competencies and was attended by 37 genetic counselors. Linear Mixed Model and post-hoc paired t-test was used to compare Psychotherapy Supervisor Development Scale (PSDS) scores among/between individuals pre and post conference. Generalized Estimating Equation (GEE) model and post-hoc McNemar's test was used to determine if the conference had an effect on GC supervision competencies. PSDS scores were significantly increased 1 week (p < 0.001) and 6 months (p < 0.001) following the conference. For three supervision competencies, attendees were more likely to agree they were able to perform them after the conference than before. These effects remained significant 6 months later. For the three remaining competencies, the majority of supervisors agreed they could perform these before the conference; therefore, no change was found. This exploratory study showed this conference increased the perceived confidence and competence of the supervisors who attended and increased their self-reported ability to perform certain supervision competencies. While still preliminary, this supports the idea that a one day conference on supervision has the potential to impact supervisor development.

Ten changes psychotherapists typically make as they mature into the role of supervisor.

Stage models have largely informed scholarship on supervisor developmental processes. We argue that understanding this development as occurring along dimensions is more useful for both supervision practitioners and educators as well as for those engaged in research on supervisor development. Building on the work of Heid () and working with a panel of 7 supervision experts, we identify 10 themes and validate their salience to supervisor development using a sample of 22 clinical supervisors. We describe and elaborate on each theme, and then present and discuss a case vignette that illustrates many of the supervisor developmental themes.

Transforming Passive Employee Engagement Into Active Engagement: Supervisor Development Feedback Valences on Feedback-Seeking Behavior.

Employees' feedback-seeking behavior is an important way to develop and maintain self-awareness and interpersonal acuity, reduce uncertainty, boost creativity and improve innovative behavior and performance. Especially during the COVID-19 pandemic, working from home has become the new normal, supervisor feedback and employees feedback-seeking has an increasingly important impact on team creativity and team innovation performance.In the practice of organizational management, there is frequently a "feedback vacuum" between managers and employees. There is increasing research on feedback-seeking behavior in the field of OBHRM. This paper is the first to evaluate the impact of work meaning and positive attributions on workers' feedback-seeking behavior, and the cross-level effects of supervisor development feedback including variable valence. The paper analyzes supervisor-employee paired data from 158 supervisors and 659 employees using multi-source, multi-temporal data to draw the following conclusions: (1) Positive supervisor development feedback has a significant cross-level positive effect on employee feedback-seeking behavior, whereas negative supervisor development feedback does not affect employee feedback-seeking behavior; (2) Work meaningfulness mediates the cross-level relationship between positive supervisor development feedback and employees' feedback-seeking behaviors, whereas negative supervisor development feedback and employees' feedback-seeking behaviors do not; (3) Positive attributions positively moderate the relationship between positive supervisor development feedback and work meaningfulness; while positively moderating the relationship between negative supervisor development feedback and work meaningfulness; (4) Positive attributions have a moderating effect on supervisor development feedback that influences the indirect relationship to feedback-seeking behavior by work meaningfulness.

Satisfaction with the clinical practice among nursing students using regression models and qualitative comparative analysis.

BACKGROUND: Clinical practice is considered fundamental in nursing studies for the effective education of nurses and students' satisfaction. Both the clinical environment and the clinical educator are key factors in students´ satisfaction. OBJECTIVES: To analyze the influence of the socio-demographic variables of clinical educators and nursing students on satisfaction with the clinical practice. DESIGN: This was an observational, cross-sectional study. SETTINGS: A clinical practice course at a private university in Valencia, Spain. PARTICIPANTS: The study included 527 nursing students enrolled on the clinical practice, supervised by 187 clinical educators. METHODS: Two statistical methodologies were used for data analysis: hierarchical regression models (HRM) and fuzzy-set qualitative comparative analysis model (fsQCA). RESULTS: The results indicate that sociodemographic variables such as sex, being a woman, and being in the second grade year group, influence student satisfaction in both methodologies. CONCLUSIONS: According to our results, establishing specific academic plans for students in higher years (3rd and 4th) could improve nursing students' satisfaction with their clinical practice. Adequate training of students is a key factor in the provision of high-quality nursing care.