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The SupersummaryThe SupersummaryUnderstanding clinical supervisionDefinition of clinical supervision on page 14Three functions of clinical supervision:Educational role: Explained on page 16 with furtherexplanation and suggestions in part 3.Supportive role: Explained on page 16 with furtherexplanation and suggestions in part 4.Administrative role: Explained on page 16 with furtherexplanation and suggestions in part 5.Methods of clinical supervision on pages 20-22The supervisor’s toolkit (Part 6)Look here for activities, handouts and templatesto help you deliver effective supervision, frompage 77Getting started in clinical supervisionEstablisihing the supervisory relationshippage 79Getting to know your supervisee’s skill level page 80Setting up a supervision contract page 81Supervision contract template page 113Clinical supervision agreement template pages115-116Agenda template page 129Some core supervisory activitiesReflective practice pages 28, 91-93, 127Getting to know your supervisee’s skill level page 80Hands on/Hands off page 85Developing communication skills pages 88-90,104-105Providing feedback pages 94-97,Setting SMART goals pages 98-99, 107, 123Checklists and tipsChecklist for effective clinical supervision page 30Top ten tips for the teaching supervisor page 37Effective clinical teaching page 43Tips for developing clinical skills page 45Tips for formal teaching page 52Tips to foster engagement of the supervisee page 57Checklist for orientation of a new staff memberpage 73The tricky stuffGovernance page 19Common challenges for supervisors pages 58-59Managing a supervisee in difficulty pages 61-62Having a ‘crucial conversation’ pages 63-67Performance development and review page 74Risk management page 8710 HETI The Superguide FIRST EDITION
Throughout this guide, you will find several highlighted boxes each of which serves a different purpose.The SupersummaryVoices from the fieldThese are included to reflect the experiences and views of realsupervisors and supervisees in oral health throughout NSW.You will find ‘Voices from the field’ on pages 14, 15, 17, 23,26, 27, 29, 35,36, 44, 86Voices fromthe fieldI love to see the development of mysupervisees as they travel through their clinicaljourney.I enjoy watching them develop theirclinical skills and progress to a stage wherethey are self-suffi cient and practise witha lot more confi dence.Beyond the basicsSupervisors of oral health practitioners will be at different levelsin their development of their supervisory skills. For the moreexperienced supervisors, or those who want to extend their knowledgeand skills in clinical supervision, we have included ‘Beyond the basics’to provide suggestions for further reading, thinking, and enquiry in keyareas of supervision.You will find ‘Beyond the basics’ on pages 17, 18, 22, 23,27, 38, 41, 51, 53, 73, 78, 89, 102Beyond the basicsClinical supervision has a long history in thedevelopment of health professionals. Earlymodels of clinical supervision had their basis inthe “master and apprentice” model of learningbut clinical supervision has evolved since thenand is practised differently across differentprofessional groups.For a comprehensiveinterdisciplinary overview ofclinical supervision see Bernard,J. M., & Goodyear, R. K. (2013).Fundamentals of clinical supervision(5th ed.). Boston, MA: PearsonEducation.Reflective practiceTo be an effective clinical supervisor, it is important that you continuallyreflect on your own practice and development needs. The reflectivepractice boxes offer prompts for this.Reflective practiceWhat strengths do I bring to the role of supervisor?What skills do I need to develop to be more effective?You will find ‘Reflective practice’ prompts on pages 28, 35, 39,40, 89, 95What steps am I going to undertake to make sure that Idevelop these necessary skills?Case studiesCase studies are used throughout to highlight supervisory skillsin practice.You will find case studies on pages 46, 49, 66-67, 85, 90,92-93, 96-97Teaching a diagnostic skillThe supervisor has a discussion with ajunior clinician/student about the questionsused to diagnose a patient who attendswith pain. A problem-based learningprocess is introduced to the discussionalong the following lines: What are thediagnostic clues you looking for in theanswers you get from a patient when askingthe following questions?• Does it hurt when you eat or bite on thetooth?• Do you feel pain with sweet, hot or cold?• When you feel pain with hot or cold howlong does it last?FIRST EDITIONHETI The Superguide11
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: The scope of clinical supervisionIn
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:
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:
Page 115 and 116:
Supervision contract *This supervis
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Clinical supervision agreementDate
Page 119 and 120:
Supervision session recordPresent:A
Page 121 and 122:
Supervision logSupervisor:Supervise
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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
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