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This article aims to explore the implementation of academic supervision in Madrasah Aliyah in Sungai Penuh. The research employs a survey method. The findings of the research indicate that the implementation of academic supervision in Madrasah Aliyah in Sungai Penuh is still in low category because the supervision does not channel government regulations to proclaim and improve the quality of education through improving teachers' performance in the school environment, especially in madrasah because the supervisors only evaluate the teachers' performance. During the Covid 19 pandemic, the academic supervision was not carried out properly because 47,5% of the supervision activities were conducted through zoom meeting.

A persistent challenge in postgraduate studies is the low retention and throughput rate following initial access, often due to delayed graduation. This issue is frequently exacerbated by the prevailing 'lonely scholar' model typically adopted by academic faculties and research supervisors. This paper proposes an alternative supervisory pedagogy grounded in a multifaceted, collaborative approach. It integrates the structured design of a writing camp with the traditional ‘master-apprentice’ supervision model. The study seeks to evaluate the effectiveness of this collaborative support system in accelerating the completion of postgraduate research reports – dissertations and research articles – while enhancing the quality of scholarly output. Adhering to established ethical standards in social science research, the study employed a qualitative approach within a descriptive and programme evaluation research design. Thirty-nine pipeline students were purposively selected to participate in a writing camp, based on a defined set of selection criteria. Data were gathered through participant testimonials and a post-camp telephonic survey, then analysed using Atlas.ti (Version 23). Ethical principles – including voluntary participation, the right to withdraw, confidentiality, and anonymity – were rigorously upheld. Findings highlight the substantial benefits of collaborative supervision models in strengthening research and academic writing skills, alleviating the supervisory burden, and incorporating specialist input to enhance the overall quality of student research. The study recommends the early integration of writing specialists into postgraduate supervision to build student confidence and improve throughput rates.

A persistent challenge in postgraduate studies is the low retention and throughput rate following initial access, often due to delayed graduation. This issue is frequently exacerbated by the prevailing 'lonely scholar' model typically adopted by academic faculties and research supervisors. This paper proposes an alternative supervisory pedagogy grounded in a multifaceted, collaborative approach. It integrates the structured design of a writing camp with the traditional ‘master-apprentice’ supervision model. The study seeks to evaluate the effectiveness of this collaborative support system in accelerating the completion of postgraduate research reports – dissertations and research articles – while enhancing the quality of scholarly output. Adhering to established ethical standards in social science research, the study employed a qualitative approach within a descriptive and programme evaluation research design. Thirty-nine pipeline students were purposively selected to participate in a writing camp, based on a defined set of selection criteria. Data were gathered through participant testimonials and a post-camp telephonic survey, then analysed using Atlas.ti (Version 23). Ethical principles – including voluntary participation, the right to withdraw, confidentiality, and anonymity – were rigorously upheld. Findings highlight the substantial benefits of collaborative supervision models in strengthening research and academic writing skills, alleviating the supervisory burden, and incorporating specialist input to enhance the overall quality of student research. The study recommends the early integration of writing specialists into postgraduate supervision to build student confidence and improve throughput rates.

A persistent challenge in postgraduate studies is the low retention and throughput rate following initial access, often due to delayed graduation. This issue is frequently exacerbated by the prevailing 'lonely scholar' model typically adopted by academic faculties and research supervisors. This paper proposes an alternative supervisory pedagogy grounded in a multifaceted, collaborative approach. It integrates the structured design of a writing camp with the traditional ‘master-apprentice’ supervision model. The study seeks to evaluate the effectiveness of this collaborative support system in accelerating the completion of postgraduate research reports – dissertations and research articles – while enhancing the quality of scholarly output. Adhering to established ethical standards in social science research, the study employed a qualitative approach within a descriptive and programme evaluation research design. Thirty-nine pipeline students were purposively selected to participate in a writing camp, based on a defined set of selection criteria. Data were gathered through participant testimonials and a post-camp telephonic survey, then analysed using Atlas.ti (Version 23). Ethical principles – including voluntary participation, the right to withdraw, confidentiality, and anonymity – were rigorously upheld. Findings highlight the substantial benefits of collaborative supervision models in strengthening research and academic writing skills, alleviating the supervisory burden, and incorporating specialist input to enhance the overall quality of student research. The study recommends the early integration of writing specialists into postgraduate supervision to build student confidence and improve throughput rates.

Background The nursing process is a systematic method for identifying the patient’s problems and planning to resolve them. It is also a crucial pillar of high-quality nursing care. Nursing internship students may lack the necessary skills to implement the nursing process due to the increased independence, the absence of constant professorial supervision, and limited experience. The clinical supervision model is a method of clinical education that bridges the gap between theory and practice. Objective This study was conducted to investigate the impact of the clinical supervision model on the performance of nursing internship students in each of the five stages of the nursing process, as well as overall. Method This experimental study was conducted in 2022. The 70 eligible internship students were conveniently selected and randomly assigned to either an intervention or a control group. In the present study, the clinical supervision model was implemented for the intervention group, while the control group received routine supervision. This was carried out over six sessions in three months. The data collection was conducted using a researcher-developed checklist of nursing process-based performance in both groups. Moreover, the Manchester questionnaire was used to evaluate the model in the intervention group. The variables considered as confounding factors included age, gender, marital status, number of monthly shifts, and grades of the nursing process credit completed in the third semester. SPSS version 16 software, descriptive statistics (frequency distribution, percentage, mean, and standard deviation), and analytical statistics (independent t-test, chi square, repeated measures Anova and LSD) were used to analyze the data. Results Intergroup analysis revealed that there was no significant difference between the scores of nursing process steps and the total score before the intervention in the control and intervention groups, as well as in baseline characteristics ( P  > 0.05). According to the intragroup analysis, the intervention group showed a significant increase in both the total scores and scores of nursing process steps over time ( P  < 0.001), whereas the control group exhibited contradictory results ( P  > 0.05). Finally, the “P-Value Intervention” demonstrated the effectiveness of this training model in improving the performance of the intervention group based on the nursing process compared to the control group. The mean score of the Manchester questionnaire in the intervention group was 136.74, indicating the high impact of implementing the clinical supervision model in the intervention group. Conclusion The results indicated that the implementation of the clinical supervision model led to improved utilization of the nursing process by nursing internship students at all stages. Therefore, it is recommended that nurse educators utilize the clinical supervision model by providing feedback on errors in action during supervision sessions to enhance the quality of nursing care provided by nursing internship students and improve patient safety in clinical environment.

Purpose The increasing demand for practice education placements in Ireland, driven by the growing need for allied health professionals, presents significant challenges. Over the past twenty years, the co-supervision model, which divides the supervision of a single student among two educators, has become more prevalent. This is largely due to its suitability for part-time therapists who wish to facilitate practice education placements. Despite its increasing use, the model has received less attention in occupational therapy than the one-to-one model, the two-to-one and the collaborative model. This paper aims to describe occupational therapy practice educators experiences of facilitating the co-supervision model of practice education. Design/methodology/approach Using a qualitative descriptive approach, semi-structured interviews were completed with nine occupational therapists to explore their experiences of using the co-supervision model. Data were analysed using Braun and Clarke’s six-phase reflexive thematic analysis. Rigour and trustworthiness were achieved through an audit trail, prolonged engagement with the data and ongoing team reflection on theme development. Findings Reflexive thematic analysis yielded five themes: (i) broad student learning opportunities in the co-supervision model, (ii) communication within collaborative relationships, (iii) co-supervision facilitates participation in the Practice Educator role, (iv) planning and self-preparation are essential and (v) the co-supervision model demands student self-management skills. Originality/value Providing contemporary nuanced evidence on practice educators’ perspectives of the co-supervision model in occupational therapy placements in an Irish context is essential in highlighting its potential as a promising alternative to other models in facilitating quality student placements.

Supervision plays a vital role in genetic counselor training, yet models describing genetic counseling supervision processes and outcomes are lacking. This paper describes a proposed supervision model intended to provide a framework to promote comprehensive and consistent clinical supervision training for genetic counseling students. Based on the principle “form follows function,” the model reflects and reinforces McCarthy Veach et al.’s empirically derived model of genetic counseling practice – the “Reciprocal Engagement Model” (REM). The REM consists of mutually interactive educational, relational, and psychosocial components. The Reciprocal Engagement Model of Supervision (REM-S) has similar components and corresponding tenets, goals, and outcomes. The 5 REM-S tenets are: Learning and applying genetic information are key; Relationship is integral to genetic counseling supervision; Student autonomy must be supported; Students are capable; and Student emotions matter. The REM-S outcomes are: Student understands and applies information to independently provide effective services, develop professionally, and engage in self-reflective practice. The 16 REM-S goals are informed by the REM of genetic counseling practice and supported by prior literature. A review of models in medicine and psychology confirms the REM-S contains supervision elements common in healthcare fields, while remaining unique to genetic counseling. The REM-S shows promise for enhancing genetic counselor supervision training and practice and for promoting research on clinical supervision. The REM-S is presented in detail along with specific examples and training and research suggestions.

A persistent challenge in postgraduate studies is the low retention and throughput rate following initial access, often due to delayed graduation. This issue is frequently exacerbated by the prevailing 'lonely scholar' model typically adopted by academic faculties and research supervisors. This paper proposes an alternative supervisory pedagogy grounded in a multifaceted, collaborative approach. It integrates the structured design of a writing camp with the traditional ‘master-apprentice’ supervision model. The study seeks to evaluate the effectiveness of this collaborative support system in accelerating the completion of postgraduate research reports – dissertations and research articles – while enhancing the quality of scholarly output. Adhering to established ethical standards in social science research, the study employed a qualitative approach within a descriptive and programme evaluation research design. Thirty-nine pipeline students were purposively selected to participate in a writing camp, based on a defined set of selection criteria. Data were gathered through participant testimonials and a post-camp telephonic survey, then analysed using Atlas.ti (Version 23). Ethical principles – including voluntary participation, the right to withdraw, confidentiality, and anonymity – were rigorously upheld. Findings highlight the substantial benefits of collaborative supervision models in strengthening research and academic writing skills, alleviating the supervisory burden, and incorporating specialist input to enhance the overall quality of student research. The study recommends the early integration of writing specialists into postgraduate supervision to build student confidence and improve throughput rates.

The ‘Integrated Model for Supervision’ (IMS) offers important guidance for how to provide supportive supervision within mental health and psychosocial support (MHPSS) programming in humanitarian emergencies. The current study sought to (i) describe how the IMS was implemented following IMS training; (ii) assess whether delivery of the IMS training is associated with changes in a selection of theoretically supported quantitative outcomes; and (iii) elicit feedback on the IMS and its implementation process. Data was collected from a participant pool of n = 119 individuals from six different humanitarian organisations that had previously participated in an IMS training. For the first and third objectives, interviews at 6- and 12-months post-training were conducted and thematically analysed. For the second objective, timepoint comparison analytical techniques were used across five distinct timepoints. Quantitative findings showed significant increases in participant self-efficacy, supervision knowledge, and supervision confidence, alongside some evidence of reductions in participant burnout. Qualitatively, participants underscored the IMS's efficacy in creating supportive supervision structures within their organisations, identified barriers and facilitators to implementation and proposed strategies for sustainability. Additionally, they highlighted positive impacts of implementing the IMS on staff, organisational culture, and service quality. This study supports the effectiveness and acceptability of the IMS in enhancing the capacity of organisations to provide supportive supervision in humanitarian contexts, as key to promote the wellbeing of humanitarian MHPSS workers and the quality of the services they deliver. Challenges remain, however, to ensure sustainable implementation of the IMS, which guide ongoing efforts towards its improvement. [Display omitted] •Training on ‘Integrated Model for Supervision’ (IMS) benefits humanitarian workers.•Benefits of the IMS include better mental health and perceived improvement in service quality.•However, barriers exist towards IMS implementation within organisations.•Challenges include low organisational awareness of its importance and limited organisational resources.•Strategies include flexible implementation and refresher IMS training.

This study explores final year undergraduate nursing and midwifery students and their preceptors' experiences of a newly introduced Clinical School Supervision (CSS) model, which was implemented to reduce a perceived disconnect between theory and practice. A descriptive design was used with qualitative data collected through open-ended survey questions. Respondents included 43 undergraduate nursing and midwifery students involved in the final year and 13 clinical preceptors from a large metropolitan tertiary health service in Victoria, Australia. Qualitative data were analysed using thematic analysis. Students described the CSS as a favoured supervision model with students being able to take advantage of support from both the academic supervisor and nursing staff in the clinical setting, a model which also supported student's sense of belonging. Students experiences indicated the CSS model facilitated consolidation of knowledge, reflective practice and transition to graduate nursing. The preceptors described a commitment to and preparedness for the role, although they found they had little break from teaching and their rosters did not always align with their students'. Preceptors also shared experiences of unfulfilled expectations, lack of recognition and incentives for supervising students. Further studies are needed to identify effective ways to support preceptors in their roles. •Students described the Clinical School Supervision model as a favoured model•The model facilitated a sense of belonging among students•Learning opportunities increased due to support from academics and preceptors•Preceptors felt committed to and prepared for the role although scheduling posed challenges•Lack of recognition and incentives for supervision were among preceptors' main concerns