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

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THE SUPERGUIDE Managing a clinician in difficulty Any of the challenging situations described on the previous page, and others, may become a “clinician in difficulty” — somebody who is not progressing as they should and potentially placing themselves and others at risk. 68 A clinician in difficulty may be supported by both the supervisor and operational line manager. Clear processes defining the role of each person are required in the case where the line manager is not the clinical supervisor. Where there are specific clinical practice issues, a suitably qualified senior clinician from that discipline should be involved in the process. It is important to recognise that, in the case of less experienced staff, being a junior allied health professional with limited experience can be challenging. Most problems can be resolved if they are appropriately identified and managed. The general approach to dealing with clinicians in difficulty rests on three principles: 1 Patient safety should always be the primary consideration 2 Clinicians in difficulty require ongoing supervision and support 3 Prevention, early recognition and early intervention are always preferred over a punitive approach in dealing with identified issues. The saying “prevention is better than a cure” applies here. Being astute and responding to issues early prevents a situation escalating to a major incident. When a supervisor encounters a clinician in difficulty, he/she should seek advice without delay. Experience has shown that simple interventions can be very effective if made early enough. Seek advice early from your line manager, other senior colleagues or workforce services department. Other units such as the employee assistant program and professional practice unit may also be of assistance to both supervisors and supervisees. Example: Having a “crucial conversation” with a supervisee You have noticed that a supervisee is having difficulty with workload management. You know this because you have noticed that he/she is frequently staying back to get work done, is often working though lunch and looks exhausted and overwhelmed. You are also taking note of the issues the supervisee brings to supervision and you are finding that the supervisee is taking on too much extra work. You suspect that the supervisee is doing “above and beyond” the work that is required because he/she does not understand their role and is therefore anxious about performance and unsure about boundaries. You decide to address this in the next supervision session. This entails having a ‘crucial conversation’ with the supervisee.
Steps in a crucial conversation Setting the scene Discussing the evidence as a basis for your concerns Exploring the issues Looking for solutions/ support Steps and timeline for improvement SECOND EDITION Be transparent. Discuss and mutually agree upon what will be on the agenda for discussion. Focus on observable facts and behavioural evidence. Be constructive, timely and specific (see giving feedback on page 34). Use active listening skills (empathy, questioning and open body language) and show genuine interest when trying to find out the cause of the issues. Discuss strategies and support options to help address the issue. In this case it could be scheduling more regular supervision sessions, teaching time management skills or role playing how to say ‘no’ to requests made that are outside of role or scope of practice. Responsibility should be shared when looking for solutions. Mutually agree on one or two steps, strategies, solutions or support options that are realistic and achievable within a timeframe. Develop a SMART goal (see example on page 20). “What would you like to discuss in supervision today” “Because it has been such a busy time of the year, I would also like to take some time today to discuss workload management “ “I wanted to share with you some thoughts about what I have noticed over the last few months” “I am really concerned that you may be overdoing it at work. I have noticed that you are staying back late on a regular basis and often not taking lunch breaks. I am wondering what sort of an impact this is having on you” “My job as your supervisor is to ensure you are supported in all areas of your work. This means looking at ways in which we can help you to manage your workload” “So we have agreed that over the next month we will meet once per week instead of once per fortnight. Let’s make a time now for a session next week. For our next session, I will find some material for you to read in regard to workload management and you will keep a reflective practice log” HETI THE SUPERGUIDE 69
Page 1:
The Superguide a handbook for super
Page 4 and 5:
THE SUPERGUIDE Health Education and
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THE SUPERGUIDE Acknowledgements Thi
Page 8 and 9:
THE SUPERGUIDE About this handbook
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THE SUPERGUIDE 4 The supersummary K
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Part one What is supervision 6 Supe
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THE SUPERGUIDE Functions of supervi
Page 16 and 17:
THE SUPERGUIDE Facilitating clinica
Page 18 and 19:
THE SUPERGUIDE Governance for clini
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THE SUPERGUIDE Supervision in rural
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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 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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