Evaluation Of A Clinical Supervision Project

My second clinical day took place on September 24th, 2015 at Saint Barnabas Hospital in Livingston, New Jersey. My preceptor Maria Brilhante, MSN, RN, allowed me to observe the morning huddle that took place with all the nurse managers that are in the hospital. The purpose of this huddle was to keep the director of nursing informed about the census on each unit. I found this processed to be very uniformed and professional because the DON was engaged. The day went on with me attending meetings on how managers could implement plans to contain cost for the hospital. Maria did her daily rounds on her patients and her nursing staff. She has a folder that contains papers on how each nurse is progressing from the time they get off orientation. Her motto to the nurses is, “You are good at what you do, so when I coach don’t take offense. I am only trying to get you to be great”. This boost their confidence which I thought to be important.

Social Care Supervision refers to the strategies and body of service done within a social care plant in order to improve on the level of performance of the social care workers. Supervision is a critical idea in any social or structured society in which services of high quality and demand are being offered. Many social health care centers in the world are in need of equitable service delivery programs that will oversee a fruitful service reception by the clients. As such, Social Care Supervision refers to this body of knowledge and strategies used to support and instill hard work, quality delivery of products and services, together with a continuum of good delivery of goods and services to the clients (Gray & Brown 2010, p. 45-85).

Healthcare clinical workers have differing needs for supervision than administrative staff, this may be on account of clinical provider’s clinical knowledge and responsibilities that may not be shared by administrative leaders. The position of leaders to allow this autonomy is supported, Kerfoot (2003) states that poorly lead healthcare

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.

In supportive supervision the primary issue is counsellor morale and job satisfaction, as well as dealing with stress. The stresses and pressures of the coaching role can affect work performance and take its toll psychologically and physically. In extreme and prolonged situations these may ultimately lead to burnout. The supervisor 's role is to help the counsellor manage that stress more

Supervisors’ provide effective formative and summative feedback, promote growth and self-assessment in the trainee, and they also have to be able to conduct their own self-assessment. These skills encourage the trainee in the process of supervising. Clinical supervision is defined as: “An intervention that is provided by a senior member of a profession to a junior member or members of that profession. This relationship is evaluative, extends over time and has simultaneous purposes of enhancing the professional functioning of the junior member(s), monitoring the quality of professional services offered to the clients she, he or they see(s) and serving as a gatekeeper for those who are to enter the particular profession” (Bernard & Goodyear,

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

Supervisions need to be on-going to be as effective as possible and gives the opportunity to reflect on the development of the staff member. It allows us to reflect and consider outside training for extra support and guidance and the opportunity to refresh skills. Supervisions help build relationships with the individual and improve their quality of work and to give support to their

The student approached the clinical instructor with this conflict and that is when the instructor accepted the leadership role. A clinical instructors can impact how the students perceive the role of the nurse and apply it the future patients (Gibbs& Kulig, 2017). The clinical instructor demonstrated this when she informed the student that assessment is the core of patient care. The instructor also made it clear this is a fundamental skill learned, and the student should have felt confidence in assessing both patients without doubt. The type of leadership theory the clinical

An area where I have grown confidence in is being comfortable with the patient. Before starting clinical, I was really nervous about interacting with the patient and making mistakes in front of the patients. Through out this clinical rotation, I have become more comfortable with the patients. I am not as afraid to go into the patient’s room and perform a new skill. Most of the patients were very nice and understanding. They knew that I’m a student who is still learning and therefore, were cooperative with me. Another area where I have grown in is my head-to-toe assessment performance. Before this clinical, I did not really know how to perform a head-to-toe assessment on a real patient. This clinical has allowed me many opportunities to practice my head-to-toe assessment.

The clinical supervision model for conducting observations has been used in the education field for decades. Clinical supervision involves a teacher receiving information from an administrator, colleague, peer coach, or mentor, who has observed the teacher's performance and who serves as both a mirror and a sounding board to aid the teacher in critical examination of a specific aspect of their instruction and possibly alter his or her own professional practice. Clinical supervision is an instruction improving tool in which a high degree of mutual trust and commitment to growth is required on the part of the teacher and observer. The structure of a clinical observation cycle includes

4.1 Performance Indicators are quantifiable measurements, agreed to beforehand, that reflect the critical success factors of an organization. They will differ depending on the organization.

During the Supervision semester task manager meeting, I believe that if I comply with all the task whole hearted and efficiently I will gain great knowledge and achievements and abilities to successful perform as a MSW after graduation. The skills I would like to improve is to continue working with the early intervention services outreaching (EIS) at the hospital with Andrew and Denise in triage. I find that I am interested in work with individuals in a hospital setting. Understanding the hospitals services is a way for me to learn the concepts of there terminology when working with individuals in- need.

Clinical supervision practicum allowed me to get involved on what has helped me in the process to become an effective teacher. The opportunity to write constructive feedback, interact with a teacher, and together be able to identify instructional concerns and creat opportunities to solve instructional problems has been a remarkable experience. Which in turn, I have cemented my passion for helping teachers to grow, and for that, I am excited about the upcoming year. After I completed the Clinical Supervisor Cycle, I remembered the question I have had since my first class. Will I, as a future supervisor, be able to implement the supervisory behaviors as a process of teaching and learning? Surely, I will embrace the purpose of this process as

The aim of this appraisal is to analyse my learning in respect to my 100 day placement. To accomplish this, I will be reflecting on the skills and knowledge that I have acquired in my placement. I will reflect on the theories, methods and approaches and how I applied them to my practice. I have had a weekly supervision alternating between my Placement Educator (PE) and my Placement Supervisor (PS), both on cite. I will determine my understanding of practice supervisions and how they have assisted in developing my professional practice. In addition l will discuss what kind of organisation l am based at as well as the leadership style. I will briefly discuss the team and how it has impacted on my learning experience. Because of confidentiality the names will be anonymised.