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Interpersonal communication in clinical supervision: a qualitative study with nursing educators

2026-03-01Artigo de investigação Acesso aberto
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dc.contributor.authorCunha, Daniela Filipa Almeida da
dc.contributor.authorAlves, José Carlos Fernandes
dc.contributor.authorMarques, Ana Jorge Santos
dc.contributor.authorPríncipe, Fernanda Maria
dc.contributor.authorFeijó, Neide Marina
dc.contributor.authorMota, Liliana Andreia Neves da
dc.date.accessioned2026-02-16T14:55:20Z
dc.date.available2026-02-16T14:55:20Z
dc.date.issued2026-03-01
dc.description.abstractAim: To explore how communication is conceived and enacted by nursing supervising educators in clinical education and to identify processes, barriers and strategies influencing its effectiveness. Background: Communication is a key component of effective clinical supervision, shaping learning, motivation and safety in nursing education; however, limited evidence addresses how supervising educators conceptualize and practice communication in clinical settings. Design: Qualitative descriptive study. Methods: Semi-structured interviews were conducted with 23 supervising educators from Portugal. Data were analyzed using reflexive thematic analysis, drawing on Peplau's Interpersonal Relations Theory, Proctor's model of the three functions of supervision and the Person-Centered Practice Framework. Results: Five interrelated categories characterized supervisory communication: core communication processes, pedagogical value, enabling conditions, barriers and optimization strategies. Across categories, communication operated as an integrated relational–functional–contextual process, requiring adaptability, reflection and mutual understanding. Conclusions: Communication is the central mechanism through which supervision promotes meaningful learning and professional development. Strengthening communicative competence among supervising educators may enhance feedback quality, student engagement and the overall learning environment in clinical placements. Institutional investment in communication training and supportive conditions is essential to sustain effective supervision and ensure person-centered educational practice.eng
dc.identifier.citationCunha, D. F. A. D., Alves, J. C. F., Marques, A. J. S., & Príncipe, F. M. et al. (2026). Interpersonal communication in clinical supervision: a qualitative study with nursing educators. Nurse Education in Practice, 92, Article 104749. https://doi.org/10.1016/j.nepr.2026.104749
dc.identifier.doi10.1016/j.nepr.2026.104749
dc.identifier.eid105029077144
dc.identifier.issn1471-5953
dc.identifier.other486d95ab-f43b-4a00-8579-7d87bccfc638
dc.identifier.pmid41650854
dc.identifier.urihttp://hdl.handle.net/10400.14/57061
dc.identifier.wos001685158400001
dc.language.isoeng
dc.peerreviewedyes
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectClinical supervision
dc.subjectCommunication
dc.subjectNursing education
dc.subjectPerson-centered practice
dc.subjectSupervising educators
dc.titleInterpersonal communication in clinical supervision: a qualitative study with nursing educatorseng
dc.typeresearch article
dspace.entity.typePublication
oaire.citation.titleNurse Education in Practice
oaire.citation.volume92
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85

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