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Margaret A. Bramwell Social Work Manager SVH Sydney 12 June 2014. Clinical Supervision On a Shoe String: d oing more with less. Cairns and FNQ. Regional SW covering travelling from Innisfail to TI to Normanton Supervising staff in Cairns/ Atherton/ Mareeba. Clinical Supervision: Our lens.

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Margaret a bramwell social work manager svh sydney 12 june 2014

Margaret A. Bramwell

Social Work Manager

SVH Sydney

12 June 2014

Clinical Supervision On a Shoe String:doing more with less

Cairns and fnq
Cairns and FNQ

  • Regional SW covering travelling from Innisfail to TI to Normanton

  • Supervising staff in Cairns/ Atherton/ Mareeba

Footnote to go here

Clinical supervision our lens
Clinical Supervision: Our lens

  • We all come to Supervision as an instrument with experience

  • Context: professional background

  • Social Work : commitment to Clinical supervision

  • Positive and negative experiences

  • Respect for the principles of Adult Education

  • Educator / Pupil

Social work clinical supervision
Social Work : Clinical Supervision

  • Alfred Kadushin 2002:

  • “The relationship is the communication bridge between people.”

  • Three Supervision components: Education

  • Management

  • Support.

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Clinical supervision why do it
Clinical Supervision: Why do it?

  • Studies show that effective clinical supervision leads to improved well-being, confidence and self-awareness, reduces emotional strain and burnout, and individuals experience greater professional growth.

  • For the workforce it increases staff morale, job satisfaction, staff proficiency and retention of a more highly skilled workforce.

  • Studies also show that the positive impact that clinical supervision has is most likely a result of the training that supervisors receive, the quality of supervision they provide and the culture and managerial attitudes within the organisation. (White & Winstanley 2010).

Clinical supervision assets
Clinical Supervision: Assets

  • Things that cost nothing but are critical components of Supervision:

  • You

  • Engagement

  • Dedicated time for Supervision - Protect it !

  • Mutual Aid

  • Respect

  • Agreed contract

  • Reflective practice

  • Active Listening

  • Confidentiality/ Escalation

  • Education

  • Support

  • Professional behaviour

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Clinical supervision
Clinical Supervision:

  • Representative sample of work- are they safe today?

  • Use of critical reflection / feedback

  • Process recording- what they said, responses

  • Observe- One way screens

  • Face time/ Skype – city, rural, remote, international supervision

  • Finding a supervisor when resources are limited

  • Draw upon other agencies – Community Health/ GP’s/ Clinical Psychologists in Private Practice/ other specialists

  • Form an interprofessional group

Recent student svh 2013 survey
Recent Student SVH 2013 survey

STAR Project 2013 SVH

Supervisees value 2013 svh
Supervisees value: 2013 SVH

Students were asked how important it is that clinical supervisors performed the following activities

STAR Program 2013 SVH Sydney

Supervision peer group
Supervision:Peer group

  • Peer group supervision usually refers to reciprocal arrangements in which peers work together for mutual benefit where developmental feedback is emphasised and self directed learning and evaluation is encouraged (Benshoff, J.M. 1992).

  • Increased access / frequency of supervision

  • Reciprocal learning through the sharing of experiences

  • Increased skills and responsibility for self assessment and

  • Decreased dependency on expert supervisors

Supervision peer supervision
Supervision:Peer supervision

  • 7 factors for Effective Peer Group Supervision:

    • Equality

    • Supportive Culture

    • Structure: ‘checking in’ and agenda set / supervisee and supervisor roles

    • Placeing a high value on turning up

    • Super + Vision

    • Self Directed –

    • No Post mortems

      ( A. McNicoll, NZ Mentoring Centre- 2008)

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Supervision peer groups
Supervision: Peer groups

  • Diverse modalities of presentation will be used; including case

  • discussion, theoretical discussion, case- based learning, role plays and TED talks.

  • Non-hierarchical with a rotating facilitator

  • Focus on capacity building and being fluid rather than rigid in format

  • Ensure there is collegial listening and it is a safe environment

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Interprofessional supervision
Interprofessional Supervision

  • Definition of IPE:

  • “Occasions when two or more professionals learn from, with and about each other to improve collaboration and the quality of care”

  • (Thistlethwaite, 2012; Reeves et al 2012)

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Clinical supervision interprofessional
Clinical Supervision: Interprofessional

  • World Health Organisation (2010) show that interprofessional teaching and supervision can prepare health professionals for team-based care or interprofessional collaborative practice (IPCP).

  • The benefits:

  • increased staff motivation, well-being and retention

  • decreases in staff turnover

  • increased patient satisfaction

  • increased patient safety

  • increases in appropriate use of specialist clinical resources

  • reductions in patient mortality and critical incidents

  • increases in access to and coordination of health services

  • enhances the learners understanding of other professionals roles and responsibilities

  • fosters mutual respect

  • promotes teamwork and collaboration

Footnote to go here

Get Ready!

A Course for Interprofessional Work-Place Readiness

in the Health Service

14 to 18 November 2011

Marie Heydon Project Officer CETI 2011

Get ready
Get Ready

Marie Heydon Project Officer CETI 2011

Interprofessional supervision1
Interprofessional Supervision

  • Studies suggest that in the interprofessional context, supervision from educators whose profession differs from that of the students can be a beneficial and rewarding experience for students and that a supportive, clinician-focused, content-oriented supervision offered by knowledgeable and skilled clinical experts has been perceived as beneficial, regardless of the supervisor’s profession (Townend 2005, Chipchase 2012).

  • Draw upon the strengths of your interprofessional colleagues

  • Diversification of staff supervision

  • Collaboration, communication and consultation

Footnote to go here

Clinical supervision star program
Clinical Supervision: STAR Program

  • The pilot program at SVH Sydney focused on delivering the project objectives of developing an interprofessional education program to increase clinical supervisor competence and confidence.

Footnote to go here

  • STAR Program covered diverse topics including:

  • balancing the clinical workload and the supervision role,

  • balancing education, support and managerial functions in supervision,

  • setting supervision contracts/agreements & learning goals,

  • building relationships and identifying learning styles,

  • understanding adult teaching skills,

  • developing effective communication skills,

  • reflective practice & advanced reasoning skills,

  • managing conflict and challenging conversations,

  • providing constructive feedback to over and under performers

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Star training new supervisors
STAR : training new supervisors

  • STAR program: HWA Pilot Program to expand clinical supervision capacity and competency.

  • Supervision, Training and Readiness (STAR) Program

  • Provided an interprofessional developmental mentoring program for new clinical supervisors

  • Aims - to develop and enhance the quantity and quality of clinical supervisors across the interprofessional domains

  • - Confident and competent clinical supervision

  • - Collaboration in the supervision of clinical practice activities

  • - Enhance capacities and skill of experienced supervisors through implementation of education modules such as e-learning, role playing, simulation and face to face sessions and peer mentoring groups,

  • - Evaluated

  • We designed an innovative program that can be utilised across other health care facilities for a consistent and collaborative approach in enhancing the quality and capacity of interdisciplinary clinical supervision.

Footnote to go here


  • A five level ‘Likert Scale’ was used for the first four questions of the session evaluation to quantitatively measure the relevance of the content and whether appropriate teaching methods were utilised.

  • The scale was set as outlined below:

  • 1.Strongly disagree

  • 2.Disagree

  • 3.Neither agree nor disagree

  • 4.Agree

  • 5.Strongly agree

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Star evaluation
STAR : evaluation

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  • The opportunity for interprofessional supervision was ‘appreciated’ and the several participants think the STAR program will assist them to be a more structured supervisor, be more approachable, flexible and effective as a supervisor to provide the best learning experiences for their supervisees.

  • The majority of participants found the interactive activities most beneficial. The videoed scenarios, case studies, role plays and group discussions were considered the most effective and constructive. Many commented that being able to share experiences and hear from others was enjoyable and promoted IP collaboration

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  • Thank you

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