a handbook for supervising allied health professionals - HETI - NSW ...

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THE SUPERGUIDE 4 The supersummary Key messages • The quality of supervision makes a difference to the quality of safe patient care. • When establishing a relationship between a supervisor and a supervisee, it is important to ensure from the very beginning that both parties have clear expectations of the process. • Supervision provides an ideal forum to promote a culture of life-long learning. • Supervisees must be active participants in the supervision process. • Supervisors should be aware of adult learning principles and learning styles. • Contributing to the professional development of allied health professionals can be one of the most rewarding parts of a senior clinician’s job. Supervision facilitates • acquisition of skills and knowledge • reflective practice • development of professionalism • confidence and competence in clinical practice • professional growth and development. u p7 Purpose of supervision • High quality and safe patient care and treatment • Accountable decision making in clinical practice • Facilitation of learning and professional development • Promotion of staff well being Learning plan and SMART goals Every clinician should have an individual learning plan with specific learning objectives detailing what it is they are working towards. u p19 Reflective practice “A continuous process that involves thoughtfully considering one’s own experiences and applying knowledge to practice” (Schön 1983). up21 Patient safety comes first Patient safety is a core responsibility of all clinical staff that cannot be delegated. u p30 Knowing your supervisee’s competence level u p31 Setting expectations When establishing a relationship between a supervisee and a supervisor, it is important to ensure from the very beginning that both parties have clear expectations of the process. u p16 The A-rated clinical supervisor • Available • Approachable • Able (as both clinician and teacher) • Active (finds the gaps) What makes an effective clinical supervisor u p27 Unconsciously incompetent: The staff member does not know what they do not know. Danger at this stage: An inadequately supervised staff member may unwittingly do harm. Response: Supervise closely (hands-on), and address the knowledge gaps of the staff member. Unconsciously competent: The staff member can perform the task competently with practised ease. Response: The staff member no longer needs supervision in this task. Get them involved in teaching it to others. Consciously incompetent: The staff member knows that they do not know. Danger at this stage: Staff members may avoid situations that test their incompetence. Response: Supervise closely (hands-on), and encourage the staff member to overcome their inexperience. Consciously competent: The staff member can, with thought, perform the task competently. Danger at this stage: Atypical circumstances or pressure may cause the staff member to fail despite previous success. Response: Supervise with hands off, provide praise, recognition, opportunities to practise.
Active supervision Active supervision occurs when the supervisor is sufficiently engaged and vigilant to support staff when they need help, whether or not a request for help is made. Active supervision acknowledges that some staff, or all staff in some situations, are “unconsciously incompetent” – that is, they do not know what they do not know, and will not always recognise situations that are beyond their current abilities where patient safety may be at risk. u p31 Feedback Feedback is one of the most important things that supervisees receive from their supervisors. u p34 Clinical teaching aims to: • improve knowledge and skills • integrate theory into practice • develop self awareness • facilitate reflection on practice. u p39 Promoting a culture of life-long learning • Life-long learning encompasses not only structured learning through education but also learning through personal experience. • Supervisors should encourage supervisees to undertake self-directed learning activities. u p40 Facilitating learning When facilitating adult learning, it is important to consider principles of adult learning and different learning styles. Adult learners need to be respected, valued and acknowledged for their past experience and have an opportunity to apply this experience to their current learning. u p41 Ten top tips for the teaching supervisor u p44 Importance of handover • Failures in handover have been identified as a major preventable cause of patient harm. • Allied health professionals need to be encouraged to value the task of handover and to see it as an essential and integral part of their daily work. u p48 Developing skills in teaching and education • Skills in clinical education must be learned like everything else in clinical practice. • Years of experience in clinical practice does not in itself make a great clinical teacher. u p57 Fostering interprofessional collaborative practice As a supervisor, consider fostering interprofessional collaborative practice by: • facilitating interdisciplinary group supervision • inviting relevant disciplines to participate in seminars, workshops, ward rounds, and clinical reviews • supporting interdisciplinary placement programs • encouraging supervisees to enquire about the roles and responsibilities of other professional disciplines. u p59 Managing a clinician in difficulty Seek advice without delay: prevention is better than cure. up68 5 See the contents list for more u p1 SECOND EDITION HETI THE SUPERGUIDE
Page 1: The Superguide a handbook for super
Page 4 and 5: THE SUPERGUIDE Health Education and
Page 6 and 7: THE SUPERGUIDE Acknowledgements Thi
Page 8 and 9: THE SUPERGUIDE About this handbook
Page 12 and 13: Part one What is supervision 6 Supe
Page 14 and 15: THE SUPERGUIDE Functions of supervi
Page 16 and 17: THE SUPERGUIDE Facilitating clinica
Page 18 and 19: THE SUPERGUIDE Governance for clini
Page 20 and 21: THE SUPERGUIDE Supervision in rural
Page 22 and 23: THE SUPERGUIDE Setting expectations
Page 24 and 25: THE SUPERGUIDE Documenting supervis
Page 26 and 27: THE SUPERGUIDE Examples of smart go
Page 28 and 29: THE SUPERGUIDE Gibbs’ model of re
Page 30 and 31: THE SUPERGUIDE Group supervision 24
Page 32 and 33: Part two How to be an effective cli
Page 34 and 35: THE SUPERGUIDE Willingness to allow
Page 36 and 37: THE SUPERGUIDE Getting to know your
Page 38 and 39: THE SUPERGUIDE A key concept: hands
Page 40 and 41: THE SUPERGUIDE Giving feedback 34 F
Page 42 and 43: THE SUPERGUIDE Tips to foster engag
Page 44 and 45: Part three Clinical teaching and le
Page 46 and 47: THE SUPERGUIDE Promoting a culture
Page 48 and 49: THE SUPERGUIDE Identifying differen
Page 50 and 51: THE SUPERGUIDE Ten top tips for the
Page 52 and 53: THE SUPERGUIDE Teaching in the pres
Page 54 and 55: THE SUPERGUIDE Teaching at handover
Page 56 and 57: THE SUPERGUIDE Tips for teaching at
Page 58 and 59: THE SUPERGUIDE Teaching remotely Ma
Page 60 and 61:
THE SUPERGUIDE 54 Opportunities for
Page 62 and 63:
THE SUPERGUIDE Teaching non-clinica
Page 64 and 65:
THE SUPERGUIDE Formal teaching 58 A
Page 66 and 67:
Part four Management of clinical st
Page 68 and 69:
THE SUPERGUIDE Managing for perform
Page 70 and 71:
THE SUPERGUIDE Mentors, coaches and
Page 72 and 73:
THE SUPERGUIDE Common challenges fo
Page 74 and 75:
THE SUPERGUIDE Managing a clinician
Page 76 and 77:
THE SUPERGUIDE Process for managing
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THE SUPERGUIDE Appendix A Supervisi
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THE SUPERGUIDE 4 Record of clinical
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THE SUPERGUIDE Appendix D Supervisi
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THE SUPERGUIDE Appendix F Smart goa
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THE SUPERGUIDE Appendix H Supervisi
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THE SUPERGUIDE 82 • Iedema, R, Br
Page 90 and 91:
THE SUPERGUIDE • Walker, M & Peyt
Page 92 and 93:
THE SUPERGUIDE Notes ..............
Page 95:
The Superguide This is a user frien
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