Effective supervision for occupational therapists: The development and implementation of an information package

Abstract

Supervision is acknowledged as an essential component of professional practice. Supervision is a two-way relationship, driven more by the needs of the supervisee than the supervisor. It is a chance for the supervisee to reflect on personal and professional needs in order to improve performance and to receive support. A revision of the supervision practices in our department led to a comprehensive review of the literature and discussions with professional bodies. An information package was developed to assist staff to participate in purposeful and rewarding supervision. Four concepts were considered important: guided reflective thinking, adult learning, emotional intelligence and shifting skills. The process of this development, and a description of the package, is presented in this paper.

Strategies for Effective On-Call Supervision for Internal Medicine Residents: The Superb/Safety Model

“…7,8 There has been relatively little work to develop a framework for conceptualizing effective supervisory strategies in residency training in general and internal medicine in particular. International work in the field of psychology indicates that a lack of training in how to supervise not only impacts the performance of clinical supervisors but also that of their trainees.…”

Current Education/Training Available for Professionals Working in Mental Health Services in the Republic of Ireland: A Scoping Study

“…Greater adherence to quality assurance measures and best practice principles were also noted. These findings have been endorsed in the literature and in summary refer to enhanced clinical competence (Dudley and Butterworth 1994;Fone 2006;McCrea and Brasseur 2003;Scaife 2001;Wheeler and Richards 2007) and enhanced well-being (Fone 2006;Howard 2008;Sloan and Watson 1997;Veeramah 2002). …”

“…Clinical supervision has had a relatively long tradition in psychiatry (Clarke 1993), clinical and counselling psychology, (Bernard and Goodyear 2004;Fleming and Steen 2004), social work (Kadushin 1985) and more recently in nursing (Butterworth 1992), occupational therapy (Fone 2006), and speech and language therapy (Geller 2002). The reported benefits of clinical supervision among health professionals, as detailed in the cross-disciplinary study by Strong et al (2002), relate to professional development, support, assistance with organisational issues, greater discipline identity and development of new skills in the practitioner.…”

Allied health graduate program – supporting the transition from student to professional in an interdisciplinary program

“…Building the capacity for reflection into one's competency repertoire early in professional life can facilitate self-management of future direction and career path, as well as enabling the critical thinking that contributes to improving the quality and safety of clinical care (Fone, 2006;Kinsella, 2001;Plack et al, 2005). Developing reflective practitioners also has the potential to strengthen the capacity of the organization to develop and grow (Garcarz et al, 2003;Senge et al, 1994).…”