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

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THE SUPERGUIDE Process for managing a staff member in difficulty The algorithm below outlines a useful process to facilitate managing a staff member in difficulty. 70 Concern expressed about a staff member Preliminary assessment of concern Assess the severity: • Patient safety • Staff member safety • Misconduct Consider potential underlying issues Consider need for further investigation Speak with the staff member Further investigation Listen and assess. Consider seeking advice from the line manager/Human Resources/Allied Health Director Note findings. Consider referral to expert practitioner Agree action plan and review date Seek agreement of staff member Document the action plan Implement action plan Ensure staff member is adequately supported Review Reach a conclusion. Is the matter resolved or does it require ongoing review or referral Source: NSW Institute of Medical Education and Training 2009, Trainee in difficulty. A handbook for Directors of Prevocational Education and Training.
Part four Appendices of useful resources 71 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 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 74 and 75: THE SUPERGUIDE Managing a clinician
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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