Practical Considerations for Supervision
Approaches to delivery
There are a variety of approaches to supervision delivery, for example: - one-to-one, virtual, peer and group. Each have their own benefits and considerations. The approach chosen can be decided locally.
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Frequency of Supervision It is anticipated formal supervision will be available at least 4-6 times per year and cover both the components of supervision described in Diagram 1. Time allocated per supervision session should be adequate to address the aims and objectives of the specific session. The evidence suggests that most supervision sessions last for approximately one hour (Holmes et al. 2010, Dawson 2013, Lambley and Marrable 2012). The frequency of supervision will depend on the supervisee’s individual’s support needs (SCIE, 2017) There may be times when more frequent supervision is necessary, particularly during periods of transition, such as starting a new role, entering the workforce as a new graduate, or moving into a new clinical specialty or organisation. Supervision plays a key role in supporting individuals throughout their preceptorship journey. As they gain confidence and competence, the frequency of supervision sessions may gradually decrease toward the end of the period. In Scotland, it is recommended that newly qualified AHPs are supported to complete Flying Start NHS®, a national development programme developed to support nurses, midwives and AHPs in their first year of practice. The literature recognises that there is a place for ad hoc/informal supervision to both meet the needs of service but additionally ensure staff wellbeing (Rothwell et al, 2109). |
Learning and Development for Supervision
Access to learning and development opportunities to develop and maximise skills, knowledge and capabilities required as a supervisor and supervisee is essential. Staff should have access to these opportunities (Harvey et al. 2020, Helen and Douglas 2014), with time available for ongoing CPD for supervisors and supervisees (Muscat et al, 2021).
NHS Education for Scotland have developed a suite of education resources to support development of the key skills required to facilitate and engage in effective, high-quality supervision in practice. Further information is available from the AHP Practice Education Leads (PELs) in your board Meet the AHP practice education network | Turas | Learn (nhs.scot) and available on the AHP Support and Supervision pages on TURAS.
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Confidentiality Open and honest confidential discussions and keeping personal reflections are an essential part of effective supervision. It is recognised that supervision sessions are confidential exchanges between supervisor and supervisee (HCPC 2021). Personal reflections are also private and confidential, however, there are exceptional circumstances when confidential information could be accessed. These incidences are rare but would apply in the following circumstances:
In these exceptional circumstances that records may need to be accessed boards have governance processes in place to obtain access to this information. In general, this requires to be assessed by the Data Protection Office and approved by a Director. In most occasions, it will be staff working within Information Governance or Human Resources Teams who will be authorised to access the information. Reflective practice statements will be private to the individual, however the organisation cannot provide assurances that they will never be accessed and or shared in the exceptional circumstances described, in the same way that any organisational documentation could i.e. criminal proceedings where there is a legal obligation. |