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The supervisor’s toolkit – activitiesVoices fromthe fieldWhen I first started clinical supervisionI was unsure about the amountof direct and indirect supervisionthat students required. I soon felt morecomfortable with my supervision techniqueas I observed my colleagues and usedtheir skill and expertise as guidance.Voices fromthe fieldI enjoy my role as a clinical supervisorand rarely feel frustratedduring the clinical sessions.I am always happy to demonstratea procedure and often do sobut I don’t take over unless I have to.I was, and still am, very fortunateto work within a great team of other clinicalsupervisors; their ability has made me feelmore confident about the clinical supervisionthat I provide to students.86 <strong>HETI</strong> The Superguide FIRST EDITION
Risk managementFrom time to time, problems might arise in relationto your supervisee’s clinical practice. The first pointto remember is that prevention is better than cure!If your supervisee is carrying out a difficult andunfamiliar procedure for the first time, it is importantto talk them through all aspects of the procedure priorto starting. Consider detailing the steps to be carriedout, reviewing the xrays and treatment plan, discussthe placement of instruments, positioning of the chair,what they will say to the patient etc. Be clear up frontabout when you might need to intervene and how youwill do this if necessary. They need to know that you areboth on the same page and that you will be supportingthem throughout.The supervisor’s toolkit – activitiesIf you need to debrief a procedure that has not gonewell, first, clarify your supervisee’s understanding ofhow the procedure went. Give them the opportunityfor self-assessment and reflection before jumping inwith your opinion. If you find their understanding differsgreatly from yours, consult their teaching institution andcheck what they have been taught. Then come back tothem and clarify what went wrong and what the correctsteps should have been. Be clear about what they needto do and what your role is.Plan to observe them carrying out the same procedureagain at the next opportunity.If ongoing problems emerge that cannot be adequatelyaddressed through supervision, and if all other avenueshave been exhausted, you may need to report backto their teaching institution or professional body.Patient care must always be the main considerationand any risk to patient safety should be taken seriously.Refer to pages 61-62 for tips on managinga supervisee in difficulty.FIRST EDITION<strong>HETI</strong> The Superguide87
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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
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Peer supervisionPeer supervision is
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Supervision in rural andremote sett
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part twoEffective clinicalsupervisi
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Voices fromthe fieldWhen we take on
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Barriers to effectivesupervisionIt
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Responsibilities of the superviseeW
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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: A key concept: hands-on, hands-offA
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
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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