M/602/3187
Sharon Chapman
Develop professional supervision practice in health and social care
1.1 Analyse the principles scope and purpose of professional supervision
We use professional supervision to provide an opportunity for supervisee and supervisor to discuss any concerns about roles and responsibilities, in a planned, safe environment. The supervisor and the supervisee should both be clear on what to expect and the communication should be clear if the supervision is to be effective. The supervisor should ensure correct standards of practice are being met and should also listen and offer full support, whilst allowing the supervisee to express themselves, reflect on practice and raise suggestions of improvement or if they have any concerns. Supervision notes from previous supervisions can be used to check and make comparisons to see if the supervisee has achieved any set goals, the supervisor should acknowledge achievements and strengths as this empowers staff and can help motivate. During the supervision new goals will be set for ongoing development and agreement should be made which will clarify purpose, process and expectations of supervisor and supervisee. The true purpose of supervision is it can improve on practice, reduce work stress, staff know what their job role is and that they fully understand their responsibility. There have been a lot of changes in health and social care of late and it is wise to ensure your staff is up to date with current law and legislation. Supervisions are considered good practice and they can ensure our service users are at the very centre of the care we provide. The scope of supervision is the way in which the supervision can be achieved. They can be delivered in a number of ways such as one to one, team meetings, appraisals, induction, and practice observation and occasionally during handover.
1.2 Outline theories and models of professional supervision.
In 1993 Powell recognised supervisors may use several models of professional supervision. Bernard and Goodyear 2009 identified that supervision originally came about when councillors trained other counsellors. This theory acted as a kind of therapy service and orientation models and cognitive behavioural therapy was used to help employees having issues in their job. This kind of supervision provided support and help, to overcome these issues and keep up to date with policies and procedures, changes in law. Falender and Safranske 2004 recognised many different characteristics of supervisions and found conflict could occur between supervisor and supervisee if their opinions, goals and purpose differed. The Agency model of supervision – Kadushin argues a supervisor is someone to “whom authority is delegated to direct, coordinate, enhance and evaluate on the-job performance of the supervisee”. This model argues the supervisor is accountable for the supervisee so they should perform support and education and have a positive relationship. This model focuses on the importance of knowing and continuously developing and learning how to do your job well and provide high standards of work and it also recognises the need for reflective practice. The Developmental model of supervision-Erskine recognises supervisees go through different stages in their job role and they will need different levels of support. If a new employee starts at your company then it is highly likely that they will have regular supervisions where clear instructions will be given and the supervisor can monitor the supervisee ensuring they are working to the expected standard and abiding by regulations, and policies and procedures. A thorough supervisor will look for gaps in skills or knowledge and will then provide the appropriate training to help develop the supervisee and allow them to gain confidence. Obviously the longer the supervisee works the more experience and knowledge they gain this is usually when the supervisor will then take a step back