Definitions of Support and Supervision
The personal support/supervision function.
This type of support can be instigated by the individual, their line manager or peers and accessed on an informal, planned or adhoc basis within the workplace.
Professional support /supervision.
This is a more formal process with defined outcomes that develop practice e.g. mentorship for nurses and midwives, clinical supervision.
Regulatory and statutory support and supervision.
These are support and supervision functions that align with the requirements of regulatory bodies e.g. Statutory Supervision of Midwifery practice. These are more specific, prescriptive and formalised than other roles.
In defining supervision, it is generally viewed that clinical supervision is essential for high quality care and in the continuing professional development of the practitioner (e.g., West, 2009[1]). In general terms, the following parameters provide a consensual agreement of what supervision represents (Spence et al., 2001[2]; West, 2009[3]):
- At least two professionals in dialogue;
- Reflection on organisational/administrative functions;
- Reflection on clinical practice;
- Employee provision and personal support; and
- Facilitation of time, space and choice.
Ultimately, supervision aims to “optimise the service provided to clients, in line with the goals, expectations, and ethical and professional standards of the organisation and profession concerned” (Spence et al., 2001[4]). In turn, these processes aim to enhance supervisees’ skills, attitudes and competencies in order to meet these goals (Spence et al., 2001[5]).
Clinical supervision in nursing and midwifery (Department of Health, 1993[6]; cited in Royal College of Nursing, 2003[7]; Chilvers & Ramsey, 2009[8]):
Clinical supervision is a formal process of professional support and learning which enables individual practitioners to develop knowledge and competence, assume responsibility for their own practice and enhance consumer protection and safety of care in complex clinical situations. It is central to the process of learning and to the scope of the expansion of practice and should be seen as a means of encouraging self assessment and analytical and reflective skills.
Clinical supervision in nursing (Lyth, 2000[9]):
Clinical supervision is a support mechanism for practising professionals within which they can share clinical, organizational, developmental and emotional experiences with another professional in a secure, confidential environment in order to enhance knowledge and skills. This process will lead to an increased awareness of other concepts including accountability and reflective practice.
Clinical supervision in nursing (Butterworth & Faugier, 1992[10], p. 12; cited in Lyth, 2000[11]):
…an exchange between practicing professionals to assist the development of professionals skills.
Clinical supervision in nursing (Minot & Adamski, 1989[12]; cited in Lyth, 2000[13]):
…the process whereby a practitioner reviews with another person his ongoing clinical work and relevant aspects of his own reactions to that work.
Clinical supervision in the context of remote and rural nursing (Mills et al., 2005[14]):
Clinical supervision focuses on progressing clinical practice through reflection and the provision of professional guidance and support.
Clinical supervision for mental health nursing students (Clibbens et al., 2007[15]):
A facilitative process between mental health students and lecturers where issues of clinical practice can be explored in small group discussion.
Counselling supervision (Inskipp & Proctor, 2001[16]; cited in Wheeler & Richards, 2007[17]):
A working alliance between the supervisor and counsellor in which the counsellor can offer an account or recording of her work; reflect on it; receive feedback and where appropriate, guidance. The object of this alliance is to enable the counsellor to gain in ethical competence, confidence, compassion and creativity in order to give her the best possible service to the client.
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[1] West, B. (2009). Support and Supervision in Nursing: A discourse with the literature. Aberdeen: Hive Design and Consultancy.
[2] Spence, S.H., Wilson, J., Kavanagh, D., Strong, J., Worrall, L. (2001). Clinical supervision in four mental health professions: A review of the evidence. Behaviour Change, 18(3), 135 - 155.
[3] ibid
[4] ibid
[5] ibid
[6]Nursing, 1(3), 197 - 207.Department of Health. (1993). A vision for the future. Report of the Chief Nursing Officer, Department of Health.
[7] Royal College of Nursing. (2003). Clinical supervision in the workplace. Guidance for occupational health nurses. London: Royal College of Nursing. Retrieved from
[8] Chilvers, R., Ramsey, S. (2009). Implementing a clinical supervision programme for nurses in a hospice setting. International Journal of Palliative Nursing. 15(12), 615 - 619.
[9] Lyth, G. M. (2000). Clinical supervision: a concept analysis. Journal of Advanced Nursing, 31(3), 722–9. Retrieved from
[10]Butterworth, T., Faugier, J. (1992). Clinical Supervision and Mentorship in Nursing. London: Chapman & Hall.
[11] As reference 9.
[12]Minot, S. R., Adamski, T. J. (1989). Elements of Effective Clinical Supervision. Perspectives in Psychiatric Care, 25(2), 22–26. doi:10.1111/j.1744-6163.1989.tb00299.x
[13] As reference 9.
[14] Mills, J.E., Francis, K.L., Bonner, A. (2005). Mentoring, clinical supervision and preceptoring: clarifying the conceptual definitions for Australian rural nurses. A review of the literature. Rural & Remote Health, 5(3), 410.
[15]Clibbens, N., Ashmore, R., & Carver, N. (2007). Group clinical supervision for mental health nursing students. British Journal of Nursing, 16(10), 594–598. Retrieved from
[16]Inskipp, F., Proctor, B. (2001). Becoming a supervisor. Twickenham: Cascade.
[17]Wheeler, S., Richards, K. (2007). The impact of clinical supervision on counsellors and therapists, their practice and their clients. A systematic review of the literature. Counselling and Psychotherapy Research, 7(1), 54–65. doi:10.1080/14733140601185274