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

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THE SUPERGUIDE Facilitating clinical supervision 10 The components that contribute to effective clinical supervision include: • understanding the roles and responsibilities of key individuals and organisations • setting the expectations of the supervisory relationship • using supervision contracts • maintaining supervision documentation • evaluating the effectiveness of supervision • setting learning goals • facilitating reflective practice • providing a culturally safe and respectful environment. Who provides clinical supervision Clinical supervision can be provided by senior clinicians, line managers, service managers, team leaders and external supervisors. Deciding who provides clinical supervision depends on the context, including the clinical setting, award requirements and the availability and skill mix of staff. It is acknowledged senior clinical specialists may find it difficult to access suitably experienced clinical supervisors. In some cases, supervision may be sought from external professionals or organisations, often on a fee-for-service basis, as well as or instead of supervision provided from within the organisation. The availability of external clinical supervision will depend on local policy and the context in which the clinician is working (eg, rural or in isolation). Roles and responsibilities Clinical staff and senior management have a responsibility to ensure high quality clinical supervision is occurring within Local Health Districts which is provided in a culturally safe and respectful manner. The following individuals play a key role in contributing to the governance of clinical supervision. Director of Allied Health: is responsible for the professional management of allied health services in Local Health Districts and is the responsible officer for issues pertaining to the employment, progression and registration of allied health staff. The Director of Allied Health is responsible for ensuring that supervision processes are in place across Local Health Districts. Discipline-specific head: when appointed within a facility or Local Health District, the discipline-specific head may have both operational and professional oversight of professionals from that discipline in the facility/Local Health District. The discipline-specific head ensures that policies, procedures and appropriate systems of governance to promote supervision are in place and that supervision processes are evaluated and improved.
Team leader/Service manager: may be responsible for operationally managing one or more allied health clinicians from the same or different discipline backgrounds. Where the team leader or service manager is unable to provide clinical supervision to the allied health clinician due to the absence of required skill mix, discussions should occur to arrange appropriate support from outside of the team or service. Senior allied health clinicians: are required to provide supervision and support to less experienced staff. Senior allied health clinicians are responsible for providing supervision which may be conducted one to one, in groups or remotely. Allied health professional educator: some services may have allied health professional educators who are able to provide support and coordinate networks with clinicians responsible for supervision, clinical education and training. SECOND EDITION HETI THE SUPERGUIDE 11
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 12 and 13: Part one What is supervision 6 Supe
Page 14 and 15: THE SUPERGUIDE Functions of supervi
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
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Part four Management of clinical st
Page 68 and 69:
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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