Supervision for Practice Educators 2018

1. Supervisionfor Practice Educators2018

2. 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)

3. 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)

4. 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)

5. 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

6. 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)

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

8. Individual supervision- advantages • Confidentiality • Safer • More time • Relationship more likely to grow and develop – trust and honest engagement (van Ooijen,2000)

9. Individual supervision – disadvantages • Expensive in terms of time and resources • Less likelihood of blind spots being discovered • Danger of supervisor over-focusing on their needs and favourite subjects rather than supervisee’s needs • Possibility of becoming too ‘cosy’ and informal • Difficult issues – supervisor may feel pressurised, no one to share load with (van Ooijen 2000)

10. Group supervision - advantages • Economic use of time and resources • Helpful to see others with similar issues • Group members can learn from each other • Wide range of professional and personal experience • Good place to try out techniques and role play • Better for more experienced staff??? (van Ooijen,2000) Would group supervision of students work in your department / organisation?

11. Group supervision -disadvantages • Less time for individual supervisees • Group may resist deep reflection • Intimidating • Group becomes preoccupied with its own dynamics rather than with supervisory process • Confidentiality (van Ooijen 2000)

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

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

14. Supervision needs to be: • Regular • Quiet – no interruptions • By mutual agreement • Two way discussion • Structured • Formal and informal • (Alsop and Ryan2001)

15. 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

16. 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

17. 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?

18. 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, p142)

19. 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

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

21. Giving and Receiving Feedback An essential element of Supervision

22. 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)

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

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

25. 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?

26. 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)

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

28. 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)

29. 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?

30. 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)

31. 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

32. 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’

33. 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 2nded Cheltenham, Stanley Thornes • Clouder L and Sellars J (2004) Reflective Practice and clinical supervision: an interprofessional perspective Journal of Advanced Nursing46 (3) 262-269 • Hawkins P & Shohet R (2000) Supervision in the Helping Professions. (2nd 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) p229-232

34. Nicklin P (1995) Super supervision Nursing Management Vol 2 No 5 p24-25 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