Supervision for Practice Educators 2018 Some definitions Supervision

Supervision for Practice Educators 2018

Some definitions…. “Supervision is a practice focused professional relationship that enables reflection on practice with a skilled supervisor. Through reflection you can further develop your skills, knowledge and enhance your understanding of your own practice”. (NMC, 2001) “intensely, interpersonal focused, one-to-one relationship in which one person is designated to facilitate the development of therapeutic competence in another” (Frum and Opacich 1987) “supervision is a communication process between supervisor and student. The process enables the student to explore and increase knowledge and understanding of professional practice and to develop OT skills and knowledge” (Alsop & Ryan, 2001)

• In supervision the supervisee begins to understand theoretical concepts and principles and learns how to use in practice. • Focus is on more than just teaching and learning – supervision is an educational process (Alsop and Ryan, 2001)

In summary, supervision is…. …an educational process which relies on effective relationships and open communication between student and practice placement educator (Alsop and Ryan, 2001)

Elements of supervision • The opportunity to reflect on and explore current professional practice • The opportunity to off load negative feelings and discuss problems outside of management structure • The opportunity for professional support and feedback • Evaluation of practice – self monitor and formal feedback • Encouragement of professional development

Models of supervisory relationships • Many different models of supervision • The following relate to student learning most closely: • Apprenticeship model • Growth model • Educational model (Alsop & Ryan 2001)

Types of supervision • Individual supervision • Group supervision In groups discuss the advantages and disadvantages of each

Individual supervision- advantages ØConfidentiality ØSafer ØMore time ØRelationship more likely to grow and develop – trust and honest engagement (van Ooijen, 2000)

Individual supervision – disadvantages ØExpensive in terms of time and resources ØLess likelihood of blind spots being discovered ØDanger of supervisor over-focusing on their needs and favourite subjects rather than supervisee’s needs ØPossibility of becoming too ‘cosy’ and informal ØDifficult issues – supervisor may feel pressurised, no one to share load with (van Ooijen 2000)

Group supervision - advantages ØEconomic use of time and resources ØHelpful to see others with similar issues ØGroup members can learn from each other ØWide range of professional and personal experience ØGood place to try out techniques and role play ØBetter for more experienced staff? ? ? (van Ooijen, 2000) Would group supervision of students work in your department / organisation?

Group supervision -disadvantages ØLess time for individual supervisees ØGroup may resist deep reflection ØIntimidating ØGroup becomes preoccupied with its own dynamics rather than with supervisory process ØConfidentiality (van Ooijen 2000)

Consider your Supervision contract • • Ground rules - practicalities Boundaries Accountability Expectations Relationships Session format Action Plans Note taking (Hawkins and Shohet, 2001)

Rights and responsibilities in supervision In groups discuss • what are the rights and responsibilities for: - ØThe supervisee/student ØYou as the supervisor/Practice Educator?

Supervision needs to be: • • • Regular Quiet – no interruptions By mutual agreement Two way discussion Structured Formal and informal (Alsop and Ryan 2001)

Supervisor guidelines • • Set time aside Be prepared – Agenda? Use notes from last time Have structure – use learning contract/report Keep to rules and times Recap and end positively and with learning points If cancelled always re-arrange there and then

Supervision session • Discussion – supervisee talks about own work, content, process, reflection, theory • Supervisor gives feedback • Identify strengths and areas of weakness • Identify problems and solutions • Do not get side tracked • End positively and on time

Tools to aid Supervision • SWOT analysis • Reflective log / diary – who sees this? • For student only or for you too? • This will affect what is written in it • Learning Contracts • Placement Reports • Write objective notes > EVIDENCE > who does this?

Student responsibilities • Before – review learning contract (LC), last session notes, review work undertaken and caseload, identify further learning needs, areas of concerns, preparatory reading, make agenda • During – agree agenda with you, take initiative and participate equally, give feedback to you, reflect on and review performance and learning, update LC, agree course of action for next week • After – review session, make notes, undertake reading, prepare to fulfil action plan (Alsop and Ryan, p 142)

Problems/barriers in student supervision • Personality clash – supervisee/supervisor traits • Student’s standard of work not up to scratch • Good friends with supervisee • Supervisee (or supervisor!) does not really want supervision • Lack of insight of supervisee • Style and structure

Confidentiality PE keeps all information confidential unless: Ø The student reveals unsafe or negligent practice and is unwilling to go through proper procedures themselves Ø The student reveals illegal activity Ø Student underachieving ØRCOT Code of Ethics

Giving and Receiving Feedback An essential element of Supervision

What is Feedback? Definitions: “a form of non-judgemental communication – may be formal or informal” (Henry 1985) “comments and information about the quality or success of something” (Collins Dictionary) • students often link the provision of feedback with the quality of their placements (Hummell 1997)

Why do we need to do it? • • • To To correct? punish? get something off our chests? show our superior wisdom and knowledge? OR

Cont…… • • To instruct? To enhance strengths? To overcome weaknesses? To help others achieve their goals in a more effective way?

Why do we find giving and receiving feedback difficult? “When a student is likeable and motivated but underachieving it can be difficult to give anything other than positive feedback” Discuss the following: • Do you agree with this statement? • Do you find it easier to give positive rather than negative feedback? Why?

Cont… “giving and receiving feedback is fraught with difficulty and anxiety and is often given badly” • If negative > feel rebuked • If positive > feel “big headed” (Hawkins & Shohet 2000) Educators must feel comfortable giving feedback (Wigens 2006)

Giving Effective Feedback • Relationship on a similar plane • Discussion at student’s level of professional development • Encourages two way enquiry • Both parties learn

Giving Effective Feedback: CORBS method Clear – pinpoints the incident Owned – feedback is about your perception Regular – give close to the event Balanced – the positives and negatives Specific – avoid generalisations (Hawkins & Shohet 2000)

Receiving Feedback: Exercise • How do you feel when you receive positive feedback? • How do you feel when you receive negative feedback? • What do you do with the feedback you receive?

How do people react to feedback? What is done with feedback is entirely up to the receiver Some: • • Choose not to hear (selective reception) Doubt motives of person giving it Deny the validity of the feedback Make excuses or rationalise Retaliate Discuss the feedback rationally Accept the feedback Are grateful (Hawkins & Shohet 2000)

Receiving Feedback • If not given clearly • ask for clarification §Listen without judging – don’t be defensive § Don’t immediately explain away your actions • Ask for feedback if you don’t get it and want it

Some Constructive Comments and Phrases… • • • You did a good job of…’ ‘You have improved in…. . ’ ‘You can help me by…. . ’ ‘Let us try together…’ ‘So you made a mistake. What can you learn from it? ’ ‘You would like me to think that you can’t do it-but I think that you can. ’ • ‘I am sure that you can solve the problem-but if you need any help you know where I am’

References • • Alsop A & Ryan S (2001) Making the Most of Fieldwork Education: A practical approach. Cheltenham. Nelson Thornes Bond, M and Holland, S (1998) Skills of Clinical supervision for nurses Buckingham: Open University Press Butterworth T, Faugier J, and Burnard P (1998) Clinical supervision and mentorship in nursing 2 nd ed Cheltenham, Stanley Thornes Clouder L and Sellars J (2004) Reflective Practice and clinical supervision: an interprofessional perspective Journal of Advanced Nursing 46 (3) 262 -269 Hawkins P & Shohet R (2000) Supervision in the Helping Professions. (2 nd Ed) OUPress Henry J N (1985) Using feedback and evaluation effectively in clinical supervision. Physical Therapy 65(3) 354 -357 Hummell J (1997) Effective fieldwork supervision: Occupational therapy students perspectives. Australian Occupational Therapy Journal 44. 147 -157 Martin M (1996) How reflective is student supervision? A study of supervision in action BJOT 59(5) p 229 -232

• Nicklin P (1995) Super supervision Nursing Management Vol 2 No 5 p 24 -25 Sweeney G, Webley P & Treacher A (2001) Supervision in OT, Part 1: the supervisor’s anxieties BJOT 64(7) 337 -345 • Sweeney G, Webley P & Treacher A (2001) Supervision in OT, Part 2: the supervisee’s dilemma BJOT 64(8) 380 -386 • Van Ooijen (2000) Clinical supervision A Practical Guide Churchill Livingstone: Edingburgh • Wigens L (2006)Expanding Nursing and Health Care Practice: Optimising learning through practice. Cheltenham. Nelson Thornes