Interpersonal communication in clinical supervision: A qualitative study with nursing educators.

Area of Science:

• Nursing Education
• Clinical Supervision
• Communication Studies

Background:

• Effective clinical supervision in nursing education relies heavily on communication.
• Limited research exists on how supervising educators conceptualize and implement communication in clinical settings.
• Communication impacts learning, motivation, and safety in nursing education.

Purpose of the Study:

• To explore nursing supervising educators' conceptions and enactment of communication in clinical education.
• To identify processes, barriers, and strategies influencing communication effectiveness in this context.

Main Methods:

• Qualitative descriptive study utilizing semi-structured interviews with 23 supervising educators in Portugal.
• Data analysis employed reflexive thematic analysis, informed by Peplau's Interpersonal Relations Theory, Proctor's model, and the Person-Centered Practice Framework.

Main Results:

• Five categories emerged: core communication processes, pedagogical value, enabling conditions, barriers, and optimization strategies.
• Supervisory communication functions as an integrated relational-functional-contextual process.
• Adaptability, reflection, and mutual understanding are crucial for effective supervisory communication.

Conclusions:

• Communication is central to supervision, fostering meaningful learning and professional development in nursing.
• Enhancing educators' communicative competence can improve feedback, student engagement, and the clinical learning environment.
• Institutional support through communication training and favorable conditions is essential for effective, person-centered supervision.