Objectives and competences
Students:
- Know how to use the theory of supervision as means of reacting in special, conflict situations.
- learn about different models and approaches in nursing supervision
- recognize the conditions necessary for supervision and use the process of intervision in practice.
Content (Syllabus outline)
Definitions used in supervision
The historical development of supervision
Introduction of the supervision method and its development
Elements of the supervisory process
Conditions for supervision
Supervision processes
Developmental educational model of supervision
Supervision in nursing care
Models and types of supervision in nursing care
Fields of activity in health care
Burden of healthcare staff
Ethics in supervision
Intervision
Learning and teaching methods
The following learning methods are used: lecture, explanation, conversation, text analysis, written assignments, demonstrations, group work, individual work, role-playing, case study.
Intended learning outcomes - knowledge and understanding
The student will be able to:
- to describe the theory of supervision as means of reacting in special, conflict situations.
- They will also acquire the knowledge of acting professionally when in contact with patients and co-workers.
- They assess the need for supervision.
- They reflect their own positions and behaviors in health care practice.
Intended learning outcomes - transferable/key skills and other attributes
Students apply the acquired knowledge into the nursing care practice.
Readings
Temeljna literatura:
• Kobolt, A. (2004). Metode in tehnike supervizije. Ljubljana: Pedagoška fakulteta.
• Miloševič Arnold, V. et al (1999). Supervizija - znanje za ravnanje: priročnik za supervizijo kot proces učenja za strokovno ravnanje in osebni razvoj. Ljubljana: Socialna zbornica Slovenije.
Dodatna literatura:
• Gopee, N., 2018. Supervision & mentoring in healthcare. London; Thousand Oaks: Sage.
• Poštuvan, V. ed., 2020. Znanja, spretnosti in kompetence na področju duševnega zdravja : izbrane teme za psihologe in njim sorodne poklice. Koper : Založba Univerze na Primorskem http://www.hippocampus.si/ISBN/978-961-6963-17-6.pdf (prosti dostop)
• Hawkins, P. & Shohet, R. (2000). Supervision in the helping professions: an individual, group and organizational approach. Buckingham, Philadelphia: Open University.
• Kobolt, A. (2010). Supervizija in koučing. Ljubljana: Pedagoška fakulteta: Zavod Republike Slovenije za šolstvo.
Prerequisits
No prerequisits.
Additional information on implementation and assessment The total score consists of both positive assessed obligations.
