Student and Supervisor Experiences of the Systemic Practice Scale (SPS): A Discourse Analysis

There has been recent emphasis on the assessment of competence in training courses to improve evidence-based practice and outcomes for clients. The systemic practice scale (SPS) was developed as a structured way to evaluate systemic practice. There is however little research on the impact and experience of competence measures particularly within the context of systemic practice.

Focus groups conducted with students and supervisors from systemic family practice (SFP) programmes explored their views of the SPS as an appropriate measure of systemic competence. Three dominant discourses were identified: feedback as valuable, measuring competence, and being systemic.

Clinical and practice implications for the use of the SPS in assessing systemic competence need to be considered in line with the values of systemic practice, maintaining reflexivity and collaboration between the student and supervisor in order for the feedback to have a meaningful impact on student development.