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The administrative roleOrientationOrientation is the key to effectively introducing a new supervisee into the clinical area or facility andsetting up the supervisory relationship. Supervisors are often responsible for organising or participating in orientationfor new supervisees, even if they delegate parts of the orientation to other staff. Where appropriate, multidisciplinaryorientation should be considered as it immediately begins to meld the supervisee into the clinical team.Oral health professionals highly value a formal orientation. Not orienting a supervisee sends some strong negativemessages about the professionalism of the team they are joining. Lack of orientation is often a root cause of laterproblems that supervisees may experience as they settle into their new role.It is useful to have a checklist to ensure that orientation is comprehensive (see next page).Wherever possible, include a face-to-face handover to a new supervisee. A succinct (written or digital) orientationpackage is an excellent welcome gift. Such packages need regular updating.Orientation provides the supervisor with the opportunity to review the supervisee’s current level of knowledgeand experience and to develop a plan to meet their particular learning goals.Benefits of a successful orientation extend to the whole clinical team. With a multidisciplinary, interprofessionalcollaborative practice approach, teamwork and collaborative relationships are promoted and staff can be bettersupported. In addition, patients will receive better care when all members of the team use standard proceduresand protocols.72 <strong>HETI</strong> The Superguide FIRST EDITION
Checklist for orientation:Orientation should include:55the major focus and goals of the clinical teamand the expectations of the supervisee’s role55roles and responsibilities of the superviseeand other members of the team55three month review(or as per organisational requirements)55expected daily tasks55hints for successful interactions withother staff members (who is on the team– key team members and their roles)55procedures for making referrals to internaland external service providers55other administrative procedures, includingdocumentation55supervision needs55learning objectives and skills training goals55information about professionaldevelopment opportunities55general information about work practices,protocols and guidelines as they apply55the process of annual formal review.Beyond the basicsWhy not consider developing an orientationpackage for new supervisees and/or staffmembers?The administrative roleFIRST EDITION<strong>HETI</strong> The Superguide73
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The Superguidea guide for supervisi
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The Superguidea guide for supervisi
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ForewordClinical supervision is ess
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ContentsContentsForeword...........
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Who this guide is forWho this guide
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The scope of clinical supervisionIn
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Throughout this guide, you will fin
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part oneWhat is clinicalsupervision
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Clinical supervision facilitates:
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Voices fromthe fieldFor me, clinica
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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: Managing clinical staffKey tasksThe
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 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 115 and 116: Supervision contract *This supervis
Page 117 and 118: Clinical supervision agreementDate
Page 119 and 120: Supervision session recordPresent:A
Page 121 and 122: Supervision logSupervisor:Supervise
Page 123 and 124: Supervision feedback formThis form
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SMART goal templateSMART goals need
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Problem solving templateStep 1: Def
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Reflective practice templateDescrip
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Agenda template exampleAgenda struc
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