Published: 25.08.2026
It may sound like something lifted from a corporate handbook, yet supervision is an exceptionally practical tool. It can help resolve workplace conflict, support mental wellbeing, and even prevent burnout. Adéla Michková from the Faculty of Health Studies has been working with it for twenty years. She has probably asked the most common question – “What do you need right now?” – well over a hundred times. But what is it like when work becomes a genuine dialogue?
The room is quiet. The calm is broken only by the rustle of paper, the sound of a water bottle opening, or someone rummaging in a backpack. Twelve students from the Faculty of Health Studies sit in a circle – future nurses, midwives and health-social care workers. They have just completed their compulsory clinical placements: some in long-term care, others in surgery, others still in residential homes for older adults.
“I don’t really know where to start,” one young student says hesitantly. The supervisor doesn’t rush her; she simply nods and leaves space. Little by little, the student begins to open up – speaking about being shaken by patients’ helplessness, about the difficulty of maintaining healthy boundaries without losing her sense of humanity.
“At our paediatric gynaecology clinic, a mother came in with her little girl. They’d been sent to us for an examination because of suspected abuse,” another student shares – a memory from her placement that has stayed with her. A third adds his perspective: he was particularly struck by how differently staff communicated – sometimes warm and welcoming, other times distant and curt. “I occasionally felt like I was more of a nuisance than anything else,” he admits with a hint of disappointment.
The group listens. No judgement. Gradually, the session becomes a space for sharing, support and reflection. The supervisor lets the students speak first – to articulate what is weighing on them. Only then does she step in: “Thank you for sharing. I know that wasn’t easy.
What do you need now?”
Together they revisit the situations described, unpacking how the students felt at the time and what was happening internally. The supervisor helps them see the events from different angles: “How did the staff respond? Did their behaviour affect you? Were you able to react in the moment?”
She encourages deeper reflection so the students can find their own answers – and identify what might help them handle similar situations better in future. “How has this shaped you? Where has it moved you?” she continues, helping them process the experience and move forward. The group talks about how their placements have reshaped their understanding of the profession. Some speak about frustration; others about unexpected moments of humanity. Supervision is not merely a retrospective glance – it is a space where new understanding begins to form.
I’m Here for You
Students at the Faculty of Health Studies take part in these sessions once a semester – this is group supervision. Those who wish can also attend individual sessions. In both cases, they bring real situations from their placements.
Adéla Michková and four other supervisors are there to support them. Her “specialty” is supervision in helping professions. Her aim is to teach students how to use this tool well – to help them grow, gain confidence and establish themselves professionally at the very start of their careers.
How many conversations have you led this way?
Honestly? I stopped counting years ago. It’s in the hundreds. But the number isn’t what matters – it’s what happens in those conversations. Each session is different, each dialogue has its own depth. Every student, every professional brings something unique. I’m here so that an ordinary conversation can become a shift in perspective.
What do people tend to imagine when they hear the word “supervision”?
Many are nervous – they think I’m going to scrutinise their work, judge them or criticise them. That I’ll see what they do “in their own way” – and perhaps not entirely correctly from a professional standpoint. Others know exactly what supervision is and come prepared.
And what comes to your mind?
Support. Help. Sharing. The word itself may sound technical, but in reality it represents a space of trust, safety, reflection – and above all, humanity.
How would you describe supervision?
To me, supervision is a practical tool. And like any tool, it only works when used appropriately – you wouldn’t use a shovel to rake leaves or a hammer to tighten a screw. It’s the same with supervision: you need to choose the right type for the situation, and you also need to know when to set it aside once it stops being useful. Both tools and supervision share a common purpose – to be helpful. That is the core of my work.
Is supervision just a recent trend?
Not exactly, though it is far more visible today. It used to be the preserve of therapists and social workers. Now it’s sought out by healthcare professionals, teachers – even students. It’s a trend, yes, but also a necessity. The pressures of practice, the expectations, and the emotions we carry all require a safe space.
Where did supervision originate?
It dates back roughly 120 years. It emerged in the United States in the early days of social work, when volunteers – usually middle-class women – began helping families in poor neighbourhoods. A “supervisor” guided and supported them. The Czech context is a bit specific: for decades we supposedly “had no social problems”, so supervision developed mainly within psychotherapy – and even then, largely underground.
Does the Czech approach differ from Western practice?
Here, a supervisor is seen as an external, supportive figure. In many Western organisations, the supervisor is an internal staff member who also has a formal oversight role. That model doesn’t work particularly well here.
Why not?
Because we have a complicated relationship with the idea of control. Any kind of oversight tends to make people uneasy – they immediately assume something is wrong. That’s why some people initially respond to me with resistance. But I’m not there to inspect anything. I come as support. Together we look at why workplace communication may be breaking down – and what that leads to.
How do you work within a supervised team?
I act as their “external eyes”. I help them look at their work differently – in the broader context of the issue at hand. I often remind them that everyone has an “inner warning light”. When it starts flashing, it usually means: “Something isn’t right – perhaps you’re making things harder for yourself, or this attitude is blocking cooperation.”
But I never interrogate anyone. My work is grounded in core communication principles: transparency, clarity, confidentiality and clear boundaries. And I try to be as respectful as possible.
Is willingness essential?
Absolutely. Above all, the willingness to reflect on one’s work – even to question it – to collaborate and move forward. Self-reflection is crucial. If a supervisee lacks that, they usually refuse to work with me.
Who comes to you most often?
Sometimes it’s management, seeking supervision for their team or for themselves. Sometimes it’s frontline staff. Their work is demanding, and the only real way to prevent burnout or premature exit from the profession is to care for mental wellbeing within the workplace itself.
How does the cooperation typically begin?
I always start by introducing myself and what I do. Then I say: “Supervision is here for you – it should serve you.” And then I ask, simply and directly: What do you need right now? What part of your work would you like to look at? What would you like to talk about? How can I help you?
And how do people usually respond?
Often with: “We’re having communication problems. We struggle to agree on things. Cooperation is poor. Situations escalate into conflict, the tension is constant.” Teams often want to improve communication and strengthen collaboration. Others face aggression from clients, overload, uncertainty. Many are troubled by ethical dilemmas, loss of empathy or sheer exhaustion.
Who was the last group you worked with?
A team of healthcare workers in a residential facility. They were concerned about the quality of care and a growing disconnect between the nursing team and the care staff – especially in how each group viewed the needs of clients. For example, the nurses instructed the care staff to ensure hydration for a patient with a permanent catheter – but the care staff didn’t follow through at all. The team wanted to explore how to address such situations.
What did you advise them?
It’s not my job to give advice. I can offer information, a different angle, or examples from elsewhere – but they decide what is useful for them. We looked at responsibility – ethical and legal – at the competences of the different roles, and at ways of intervening, including what it means to “step out of line” in order to advocate for a client.
How do you continue working with such a team?
It depends on the group, their topic, and their goals. Each situation needs a different method. Sometimes it’s useful to keep everyone together and facilitate discussion. Sometimes it’s better to split into smaller groups. One particularly valuable method is the reflecting team: I talk with one member while the others listen. Afterwards, they reflect on what came to mind while listening – offering fresh perspectives. Sometimes we use cards or images; sometimes we draw diagrams or maps.
Does it happen that someone resists your work?
Yes – usually it’s the person who feels threatened by the external viewpoint. Sometimes their attitude softens over time; sometimes it doesn’t. If resistance dominates, then my presence is no longer useful – and it’s better to end the cooperation.
Why is supervision so important?
Because it heightens our sensitivity – towards our own needs, the needs of others, the needs of the organisation and the larger system. It guides us to reflect on why things are as they are, whether the situation works for us, what role we play in it, and what we might be able to do differently.
Are there any general tips for functioning well in a team?
Every team is made up of different personalities. You don’t have to get on with everyone personally, but professionally it’s essential to respect their role and experience. Listen – really listen – to what others are saying. When you’re unsure, ask. In healthcare especially, it’s better to ask twice than make a harmful mistake. Remember that feedback is not criticism – it’s how we learn from each other and about ourselves. Your emotions matter. If something affects you, it’s absolutely fine to talk about it. Teamwork isn’t just about what you do – but how you do it. Small gestures – offering help, saying thank you, showing respect – have a huge impact. They help create a healthy working environment.
Profile
Mgr Adéla Michková, PhD
Adéla Michková is a lecturer and Head of the Health-Social Work Unit at the Department of Midwifery and Health-Social Work, and a supervisor at the Centre for Health Care, Faculty of Health Studies, University of Pardubice. She has worked with supervision for twenty years – both in practice, as a supervisor in social services, and in research.
She considers supervision of students’ professional placements to be a vital tool in preparing not only social workers but a wide range of helping professionals, and she is actively involved in integrating supervision into degree programmes. She is a member of the Association of Supervisors in Helping Professions.
TEXT Zuzana Paulusová : PHOTOS Pavla Ribárová
This text is available in the exclusive edition of the University of Pardubice magazine MY UPCE, in both print and online versions.
