- Page 1 and 2:
The Superguidea guide for supervisi
- Page 3 and 4:
The Superguidea guide for supervisi
- Page 5 and 6:
ForewordClinical supervision is ess
- Page 7 and 8:
ContentsContentsForeword...........
- Page 9 and 10:
Who this guide is forWho this guide
- Page 11 and 12:
The scope of clinical supervisionIn
- Page 13 and 14:
Throughout this guide, you will fin
- Page 15 and 16:
part oneWhat is clinicalsupervision
- Page 17 and 18:
Clinical supervision facilitates:
- Page 19 and 20:
Voices fromthe fieldFor me, clinica
- Page 21 and 22:
Governance and clinicalsupervisionI
- Page 23 and 24:
Peer supervisionPeer supervision is
- Page 25 and 26:
Supervision in rural andremote sett
- Page 27 and 28:
part twoEffective clinicalsupervisi
- Page 29 and 30:
Voices fromthe fieldWhen we take on
- Page 31 and 32:
Barriers to effectivesupervisionIt
- Page 33 and 34:
Responsibilities of the superviseeW
- Page 35 and 36:
part threeThe educational role“Pu
- Page 37 and 38:
Promoting a culture of lifelong lea
- Page 39 and 40:
Top ten tips for the teaching super
- Page 41 and 42:
Developing skills in teaching and e
- Page 43 and 44:
Beyond the basicsThe educational ro
- Page 45 and 46:
What constitutes effective clinical
- Page 47 and 48:
Developing clinical skillsTips for
- Page 49 and 50:
SNAPPSSNAPPS is a learner-centred m
- Page 51 and 52:
Case study: Teaching in the presenc
- Page 53 and 54:
Teaching usingthe treatment planWel
- Page 55 and 56:
Beyond the basicsEven the simplest
- Page 57 and 58:
part fourThe supportive roleThe sup
- Page 59 and 60:
Tips to foster engagement of the su
- Page 61 and 62:
Common challenges for supervisorsTh
- Page 63 and 64:
Managing a supervisee in difficulty
- Page 65 and 66:
Steps in a crucial conversationThe
- Page 67 and 68: The supportive roleAsk their storyB
- Page 69 and 70: Step three: Conduct the conversatio
- Page 71 and 72: part fiveThe administrative role“
- Page 73 and 74: Managing clinical staffKey tasksThe
- Page 75 and 76: Checklist for orientation:Orientati
- Page 77 and 78: Mentors, coaches and buddiesThe adm
- Page 79 and 80: part sixThe supervisor’stoolkit-
- Page 81 and 82: Establishing the supervisory relati
- Page 83 and 84: Supervision contractAn effective wa
- Page 85 and 86: Evaluating supervisionIt is importa
- Page 87 and 88: A key concept: hands-on, hands-offA
- Page 89 and 90: Risk managementFrom time to time, p
- Page 91 and 92: Communication skillsNon-verbal comm
- Page 93 and 94: Reflective practiceWhen reflection
- Page 95 and 96: AnalysisWhat sense can you make out
- Page 97 and 98: Providing feedbackConsequences of a
- Page 99 and 100: Path oneYou note that Robert is act
- Page 101 and 102: Examples of SMART goalsTime and wor
- Page 103 and 104: Fostering interprofessional collabo
- Page 105 and 106: part sixThe supervisor’stoolkit-
- Page 107 and 108: Non-verbal communicationNon-verbal
- Page 109 and 110: Smart goalsSpecificGoal must be wel
- Page 111 and 112: Stress managementStress is the “w
- Page 113 and 114: part sixThe supervisor’stoolkit-
- Page 115 and 116: Supervision contract *This supervis
- Page 117: Clinical supervision agreementDate
- Page 121 and 122: Supervision logSupervisor:Supervise
- Page 123 and 124: Supervision feedback formThis form
- Page 125 and 126: SMART goal templateSMART goals need
- Page 127 and 128: Problem solving templateStep 1: Def
- Page 129 and 130: Reflective practice templateDescrip
- Page 131 and 132: Agenda template exampleAgenda struc