Clinical supervision: Using a strengths-based approach


An article by Cederbaum (2007) discusses using a strengths-based approach to facilitate working with challenging students. This author advocates the use of using this framework for working with nursing students to empower, encourage collaborative learning and mutual growth.

The strengths perspective is based on the assumption that humans are capable of change through reflection, regardless of whether that change was effective (Saleeby, 1996 cited in Cederbaum 2007). Identification and use of an individuals strengths and resources to solve problems and effect change is the main focus.  Additionally, there is an assumption that clinical supervisors must respect and use others’ ways of viewing themselves in the process of helping them shape change. Part of this process includes the acknowledgement that facilitators understand the students beliefs, concerns and prior experiences. This approach was a collaboration between the supervisor and student that requires the exploration of the student’s knowledge, skills and resources.  It includes critical reflection that enables the sharing of ideas and uses experiences of both the clinical supervisor and student to problem solve.

Cederbaum (2007) discusses the challenges of working with students that include differences in personality traits; style and values; interests and supervisors’ recognition of personal triggers. The author outlines techniques for implementing this approach.  She provides a table with ‘tenets’ such as self-determination and ‘techniques’ to enable the ‘tenet’. For example for the ‘tenet’ of empowerment, the author suggests that students could work with a clinical supervisor on developing a training activity that is presented to colleagues with acknowledgement of the student input. Examples of other tenets such as self-determination; mutuality; community membership and regeneration are also provided.

The author advocates this approach is a tool to enable the development of a partnership that enhances the capabilities, interests, knowledge, resources, goals and objectives of individuals.

Have you used this collaborative approach to enhance student learning? Do you have examples of how this process has worked. If you have stories to share, you are welcome post them here. Please join us @PEPCommunity.

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