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

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Part one What is supervision 6 Supervision is a ‘relationship based activity which enables practitioners to reflect upon the connection between task and process within their work. It provides a supportive, administrative and development context within which responsiveness to clients and accountable decision making can be sustained’. (Davies 2000, p.204)
Introduction: the purpose of clinical supervision The purpose of clinical supervision is to ensure: • delivery of high quality patient care and treatment through accountable decision making and clinical practice • facilitation of learning and professional development • promotion of staff wellbeing by provision of support. Supervision facilitates: • acquisition of skills and knowledge • reflective practice • development of professionalism • confidence and competence in clinical practice • professional growth and development. The Special Commission of Inquiry into the NSW Acute Public Health System Supervision of clinicians has been identified as a national priority by Health Workforce Australia (HWA) as evidenced through the development of a National Clinical Supervision Support Framework and the Clinical Supervision Support Program (HWA 2011a; HWA 2011b). Contributing to the professional development of allied health professionals can be one of the most rewarding parts of a senior clinician’s job. Well-supported allied health professionals who have access to supervision report improved job satisfaction, which can lead to improved staff retention rates (Smith & Pilling 2008). The importance of active clinical supervision cannot be underestimated, yet many supervisors feel that they do not always have the time or the skills to provide it. This guide is focused on providing advice to improve the effectiveness and educational value of clinical supervision for allied health professionals in NSW. SECOND EDITION Clinical supervision is considered a vital part of modern, effective health care systems (Milne 2007). Providing effective clinical supervisory support to allied health professionals enhances quality, safety and productivity and improves competence and confidence in clinical practice (Country Health SA 2009; Smith & Pilling 2008; The Chartered Society of Physiotherapy 2005). highlighted the link between patient safety and the availability of supervision for junior clinical staff (Garling 2008). While good supervision reduces errors and improves the quality of patient care, inadequate supervision is a contributing factor in critical incidents with poor patient outcomes (Kirk, Eaton & Auty 2000). HETI THE SUPERGUIDE 7
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 10 and 11: THE SUPERGUIDE 4 The supersummary K
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
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THE SUPERGUIDE Teaching non-clinica
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THE SUPERGUIDE Formal teaching 58 A
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Part four Management of clinical st
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THE SUPERGUIDE Managing for perform
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THE SUPERGUIDE Mentors, coaches and
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THE SUPERGUIDE Common challenges fo
Page 74 and 75:
THE SUPERGUIDE Managing a clinician
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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
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THE SUPERGUIDE • Walker, M & Peyt
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THE SUPERGUIDE Notes ..............
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The Superguide This is a user frien
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