Document Type

Journal Article

Publication Title

Issues in Mental Health Nursing

Volume

45

Issue

1

First Page

85

Last Page

95

PubMed ID

38190426

Publisher

Taylor & Francis

School

School of Nursing and Midwifery

RAS ID

64707

Comments

Hamilton, J., Cole, A., Bostwick, R., & Ngune, I. (2024). Staff perceptions on the effectiveness of GRiP-S, a new approach to clinical supervision incorporating safewards: An interpretive phenomenological analysis. Issues in Mental Health Nursing, 45(1), 85-95. https://doi.org/10.1080/01612840.2023.2280198

Abstract

This study explored the impact of an innovative approach to clinical supervision for mental health nurses which integrates Safewards, named Group Reflective integrated Practice with Safewards–GRiP-S. Qualitative data was collected through 10 individual semi-structured interviews with nursing staff who had participated within the clinical supervision approach. Interviews provided insights into the nursing staff’s perception and experience of the clinical supervision approach. Through interpretive phenomenological analysis six themes emerged (i) illuminating embodied practice of Safewards, (ii) building confidence through empowering connections, (iii) creating a culture of positive change, (iv) identifying internal motivation for and external barriers to supervision engagement, (v) navigating a global pandemic, and (vi) the transformative role of reflection. Findings demonstrated that the GRiP-S approach assisted mental health nurses’ adoption of Safewards interventions in practice, while supporting the development of a cohesive staff team. The impact of COVID-19 within the study setting was addressed and nurses identified how the Safewards model assisted in navigating challenges during this time. Findings further supported prior research on the role of the supervisor and supervisee relationship. This study supports the integration of Safewards within reflective clinical supervision for mental health nursing staff to assist in Safewards fidelity and nursing staff personal and professional development.

DOI

10.1080/01612840.2023.2280198

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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