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

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Part three Clinical teaching and learning 38 “Put simply, the education of health professionals in the 21st Century must focus less on memorising and transmitting facts and more on promotion of the reasoning and communication skills that will enable the professional to be an effective partner, facilitator, adviser and advocate.” (Frenk et al. 2010)
As per the functions of supervision outlined in section one, supervision also encompasses education. The purpose of the educational component of supervision is to develop each individual in a manner that enhances their full potential, ensure patient safety, effective and ethical practice. This may be complemented by the provision of education in other teaching forums such as in-service education, grand rounds and case discussion. The supervisor’s role in clinical teaching Clinical teaching aims to: • improve knowledge and skills • integrate theory into practice • develop self awareness • facilitate reflection on practice • enhance clinical reasoning. • having full responsibility for patients • being confident in decision making and exercising authority • managing time effectively • completing paperwork. (Smith & Pilling 2008; Tryssenaar & Perkins 2001) SECOND EDITION In addition to clinical skills, the supervisor should also teach the non-clinical skills needed to manage workload, interprofessional practice, team dynamics and the demands of the rapidly changing health care environment. It is particularly important in the case of new graduate allied health professionals to recognise the stress experienced following the transition from the university education system, which is highly structured, to the workplace environment which requires the ability to work under pressure in a resource-constrained environment (Smith & Pilling 2008). Some of the main challenges reported by new graduate allied health professionals are: • managing a full caseload (including both complex and straightforward patients) Teaching in a clinical setting should therefore include assisting new clinicians to develop non-clinical skills to cope with workplace demands, teaching specific clinical skills and providing knowledge through formal education. HETI THE SUPERGUIDE 39
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 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 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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