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

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Part two How to be an effective clinical supervisor 26 The responsibility for clinical supervision is the same whether at the point of patient care, in the office environment, or on the telephone to the clinician.
Many allied health supervisors report that they simply do not have the time to actively supervise staff in the way that they would like. This is a real problem with no easy solutions. However, even small changes in how supervisors organise their clinical duties can make big differences to the effectiveness of supervision. Time spent actively supervising allied health professionals is rewarded in two ways. The first is that active supervision improves staff performance, which saves time and enhances patient care. The second is that supervisors who increase their involvement with staff tend to report higher levels of job satisfaction, as playing a leading role in the development of allied health professionals is personally rewarding. It builds better team interactions and contributes to self-esteem for all involved. 27 In order to provide high quality supervision, there are a number of skills which supervisors should ensure they actively focus on developing. Supervisory skills Being available: This is the big one! Clinicians appreciate receiving advice from their supervisor when they encounter clinical situations beyond their current ability. Being aware: Supervisors should know what level of supervision is necessary for safe practice. They anticipate red flags and should be ready to respond if necessary. Being organised: To make the most of the limited time available, it is important for a supervisor to be organised. This includes prioritising time for structured supervision sessions. Personal skills Empathy: Do you remember what it was like to be a more junior clinician A good supervisor uses insight and understanding to support supervisees. Respect: Showing respect for clinicians and others promotes positive working relationships. This should occur regardless of individual differences and levels of experience. Clarity of expectations: A common problem for clinicians is uncertainty about what their supervisor thinks or wants. Clear expectations and honest feedback from supervisors is highly valued. Confidentiality: Staff are more open and honest about errors or lack of capability if they can discuss these matters in confidence with their supervisor. A motivating and positive attitude: Most people respond best to encouragement, and feedback is more effective if framed in constructive terms. Ability to reflect on practice: A supervisor who is able to reflect on their own practice provides a valuable role model for supervisees. SECOND EDITION What makes an effective clinical supervisor 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 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 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 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
Page 78 and 79: THE SUPERGUIDE Appendix A Supervisi
Page 80 and 81: THE SUPERGUIDE 4 Record of clinical
Page 82 and 83:
THE SUPERGUIDE Appendix D Supervisi
Page 84 and 85:
THE SUPERGUIDE Appendix F Smart goa
Page 86 and 87:
THE SUPERGUIDE Appendix H Supervisi
Page 88 and 89:
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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