Developing A Graduate Course On Clinical Supervision Essay

The key principle of supervision is for the worker to be able to carry out their job role as effectively as possible. Enhancing their understanding of their own practise.

|Supervisors all have personal habits which lean towards some of the roles or focus's must choose the interaction required for the supervisees learning|

Relevant to Unit 511 in the Level 5 Diploma in Leadership in Health & Social Care Services

My supervision is always held in a confidential setting, between myself and my Manager. My Manager records details of what has been discussed, targets identified, and achievement target dates to be met by me and my Manager. This is my personal development plan, and helps me to record training received, training identified, and knowledge gained. My supervision is my opportunity to discuss issues I am concerned about. Sometimes prior to my supervision, I write down notes on issues I want to raise, so that I do not forget whilst in my supervision.

Thanks Vanessa, you did a great job defining the role and use of supervision. I did not know if you noticed that Our Lady of the Lake mission’s statement is in perfect line with the social worker code of ethics. I would like to share what I found in similarity with our mission statement. According to the National Association of Social Work (2010), the mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the professions’ history, are foundation of social work’s unique purpose and perspective. Service, Social justice, Dignity, Dignity and worth of the person, Importance of human relationships, Integrity, and Competence. This constellation of core values reflects what is unique to the social work profession. According to Kiser (2012) the field supervisor is key to student learning in any human services internship. Ideally, supervisory relationships are based on trust and mutual understanding. Great job and good luck.

If the patient may become upset or nurse must ask intimate questions, I find an empty room, wait until the patient’s roommate has left for a while, or use an empty treatment room or office. For instance, one-to-one instruction method is one of teaching method that I can use in my teaching because it can be tailored to patient learning needs and focused on a patient's specific self-management plan. For example, patient learns how to inject insulin effectively through one-to-one instruction. It also provides an opportunity for both the nurse and the patient to communicate knowledge, idea, and feelings primarily through oral exchange, although nonverbal messages can be conveyed as well.

The supervisor will inform the supervisee of the evaluation instrument used to assess his/her progress. Verbal and/or written feedback will be provided during each supervisory session. To be in good standing, supervisee must perform to a certain professional standard.

In Townend study (2008), participants highlighted the concepts of multi-level cognitive processing during clinical supervision, specifically making a dissimilarity between a focused assignment in supervision for example to interpret of

As a student this course forced to become a better student and manage my time wisely. The course was demanding and rigorous while also making me more observant of what is happening in education globally. This aspect of the course has help me professionally. Therefor the answer to both sections of this question is similar.

I will first observe the interactions between my preceptor and patients. Then, I will utilize the techniques that my preceptor uses to meet the patient and family’s psychosocial needs.

Separating the roles of supervisor and supervisee can increase transparency of performance evaluation and feedback. Supervisors must understand that strains can be take place by the difficulties inborn in clinical practice/clinical preparing, conflicts in the objectives as well as assignments, insufficient regard for the superordinate qualities, deficiencies in specialized competence , and especially, in crossing boundaries; furthermore, infringement, in risky supervisee conduct, and through negative responses and the order of transference, counter-transference and parallel process phenomena (Falender and Shaffanske, 2004).

After completing my clinical supervision project, I can reflect on multiple things I have learned about myself as a supervisor, including my approach to clinical supervision, my conference skills, and my strengths and weaknesses. I now recognize more than ever that effective supervisors must consistently self-assess their practice and make adjustments as necessary for continuous improvement, just as effective teachers do.

The clinical instructor will evaluate the student using electronic orders, medication profiles, and the five rights of the medication administration process. In addition, the student’s preceptor will be required to provide feedback each week using a rubric, which outlines learning outcomes and behaviors necessary for the student to pass the course. Likewise, the student will be required to complete care plans for each patient assignment. The student will also complete a self-evaluation form at the end of the clinical rotation, which must include examples of how her performance met each course outcomes and demonstrated behaviors consistent with the role of a nursing professional (“Clinical Satisfactory,” n.d.).

Identifying a supervision method that compliments the supervisor, the supervisee, and the supervisory relationship can best be done when one first considers the factors identified by the National Association of Social

This essay aspires to describe the value of patient teaching during clinical setting. Although there is no single teaching tool, some of them are more effective than others based on the patient’s ability to learn, preferred learning style, and which domain of educational activities of learning this has. I practiced patient’s teaching in a clinical setting that has guided my research on the concept of teaching. The literature stresses that patient teaching is essential to expertise in clinical practice and should be meticulously taught to students and beginner nurses. Patient education requires being comprehensive and simply explicit.