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AcknowledgementsAcknowledgementsThe Superguide was adapted from ‘The Superguide – a handbook for supervising doctors in training’,First edition, November 2010, written by Craig Bingham and Dr Roslyn Crampton, and ‘The Superguide – ahandbook for supervising allied health professionals’, Second edition, April 2012, written by The SuperguideSteering Committee.We would like to acknowledge the oral health professionals who played a role in the development of this guidethrough reviews, case studies, contributions, and ‘Voices from the field’.The development of the Superguide was made possible through funding received from HWA as part of theClinical Supervision Support Program (CSSP).This guide was developed on behalf of HETI by Endeavour Training and Development Pty Ltd.This project was possible due to funding made available by Health Workforce Australia.4 HETI The Superguide FIRST EDITION
ContentsContentsForeword.................................................................2Acknowledgements................................................4Who this guide is for...............................................7About this guide......................................................8The scope of clinical supervision ...........................9The Supersummary................................................10What is clinical supervision?.............................. 13What is clinical supervision?...................................14Functions of clinical supervision.............................16Who provides clinical supervision? .......................18Governance and clinical supervision......................19Methods of clinical supervision..............................20Supervision in rural and remote settings................23Effective clinical supervision.............................. 25Skills of an effective supervisor..............................26Reflective practice..................................................28Barriers to effective supervision.............................29Checklist for effective clinical supervision..............30Responsibilities of the supervisee..........................31The educational role........................................... 33The clinical supervisor’s educational role...............34Promoting a culture of lifelong learning..................35Reflective practice..................................................35Facilitating the learning process.............................36Top ten tips for the teaching supervisor.................37Developing skills in teaching and education..........39Reflective practice..................................................39Learning styles........................................................40Reflective practice..................................................40Identifying different learning styles.........................42What constitutes effective clinical teaching?.........43Identifying opportunities for clinical teaching.........44Developing clinical skills.........................................45Case study........................................................46SNAPPS..................................................................47Teaching in the presence of patients......................48Case study........................................................49Teaching during case discussion............................50Teaching by guided questioning.............................50Teaching using the treatment plan..........................51Formal teaching......................................................52Teaching remotely...................................................53Critical responses...................................................53Teaching non-clinical skills.....................................54The supportive role............................................ 55The supportive role of the supervisor.....................56Tips to foster engagement of the supervisee.........57Common challenges for supervisors......................58Stress management................................................60Managing a supervisee in difficulty........................61Process for managing a supervisee in difficulty.....62Steps in a crucial conversation...............................63FIRST EDITIONHETI The Superguide5
Page 1 and 2: The Superguidea guide for supervisi
Page 3 and 4: The Superguidea guide for supervisi
Page 5: ForewordClinical supervision is ess
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:
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
Page 117 and 118:
Clinical supervision agreementDate
Page 119 and 120:
Supervision session recordPresent:A
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Supervision logSupervisor:Supervise
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Supervision feedback formThis form
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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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