Services
Individual & Group Clinical Sessions
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Individual clinical supervision involves one-on-one interactions between a supervisor and supervisee, providing personalised guidance and feedback tailored to the individual’s needs.
Group clinical supervision, on the other hand, involves multiple supervisees (ideally no more than 6) in a collective setting, fostering peer learning, diverse perspectives, and shared insights.
Individual sessions allow for focused attention on personal development, while group sessions offer collaborative learning and a broader range of experiences. Each approach has its advantages, and the choice often depends on the specific goals and preferences of the participants.
Individual Session
1:1
1 hour
$150
Key components of an Individual CS sessions typically include:
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Signed agreement (optional): A formal document that outlines the terms, expectations, and responsibilities agreed upon between the supervisor and supervisee. This agreement serves as a foundation for a structured and professional supervisory relationship.
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‘Ways of Working’: This refers to the methods and strategies employed to facilitate productive and effective supervision. Components include- establishing the boundaries and expectations regarding the confidentiality of the supervisory sessions and the information shared within; session frequency and duration; evaluation and feedback; adherence to ethical standards; clarification of supervision fee’s; cancelation and rescheduling procedure; supervision agreement termination.
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Methods & Modalities: Different methods and modalities will be used during the supervision, such as case discussions, role-playing, or reflective exercises.
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Establishment of a trusting relationship between the supervisor and supervisee, fostering open communication and a safe place for discussion.
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Agenda setting: Identifying and discussing topics or issues the supervisee wishes to address during the session, and maintaining this purpose throughout.
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Reflective practice: Encouraging the supervisee to reflect on their thoughts, emotions, and reactions to client or colleague interactions, fostering self-awareness.
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Goals & Objectives: Clearly defining the professional development goals and objectives to guide the focus of the supervision.
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Self-care: Exploring strategies for maintaining personal wellbeing and preventing burnout in demanding workplaces, regardless of your profession or sector.
Group Session
Up to 6
2 hours
$320
Key components of Group CS sessions typically include:
​
-
Signed agreement (optional): A formal document that outlines the terms, expectations, and responsibilities agreed upon between the supervisor and supervisee. This agreement serves as a foundation for a structured and professional supervisory relationship.
-
‘Ways of Working’: This refers to the methods and strategies employed to facilitate productive and effective supervision. Components include- establishing the boundaries and expectations regarding the confidentiality of the supervisory sessions and the information shared within; session frequency and duration; evaluation and feedback; adherence to ethical standards; clarification of supervision fee’s; cancelation and rescheduling procedure; supervision agreement termination.
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Methods & Modalities: Different methods and modalities will be used during the supervision, such as case discussions, role-playing, or reflective exercises.
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Peer Learning: Encouraging collaborative learning among supervisees, allowing them to share experiences, insight and diverse perspectives.
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Group Dynamics: Acknowledging and addressing the dynamics within the group, including communication patterns, conflicts and supportive interactions.
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Feedback & Reflection: Facilitating group discussions for constructive feedback on individual and collective practices, promotion reflective thinking.
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Skill Development: Offering opportunity for skill enhancement through group activities, role-playing or sharing effective intervention techniques.
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Cultural Competence: Acknowledging cultural factors within the group, promotion awareness and sensitivity to divers backgrounds and perspectives.
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Facilitator Role: To guide the session, manage discussions and promote a balanced and inclusive environment.
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Mutual Support: Creating a supportive environment where group members can see advice, share challenges and provide encouragement to one another.
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Self-care: Exploring strategies for maintaining personal wellbeing and preventing burnout in demanding workplaces, regardless of your profession or sector.
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Time Management: Efficiently managing time to ensure each member can contribute and receive feedback within the scheduled session.
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Group CS can be particularly beneficial in promotion a sense of community among professionals, fostering diverse perspectives and providing broader range of insights compared to individual supervision. The effectiveness of group supervision relies on well-structured format, active participation and a supportive atmosphere.
FAQs
1. How does clinical supervision work?​
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It is regular and protected time, usually for one hour per month during work time away from your practice setting.
CS is founded on a trusting alliance between the supervisee and supervisor, with a shared understanding of boundaries, structure, and goals. It is confidential within the ethical and legal parameters of practice.
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It is a supportive process designed to help reduce the emotional burden of workplace stressors. Sessions are led by you, ensuring a tailored approach that is meaningful and relevant [5] to your unique experiences, no matter your profession or work environment.
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2. What are the benefits of clinical supervision?
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CS provides a safe, nurturing, and confidential place where you can explore a workplace situation.
It can be a place to explore challenging team dynamics and practice difficult staff conversations leading to a reduction of conflict with improved collegiate relationships.
Clinical Supervision (CS) fosters a supportive learning environment,
empowering you to reflect on your workplace experiences-whether in
healthcare, corporate, government, or community settings. CS encourages idea generation, creativity, innovation, problem-solving, and solution development [6], ultimately enhancing the overall quality, wellbeing, and effectiveness of any workplace.
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3. What clinical supervision is not:
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CS is not provided by a professional who has organisational responsibility to direct, coordinate or evaluate the performance of the supervisee(s).
It is not clinical facilitation of students, buddying, performance review or
clinical teaching. [6]
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It is not counselling or psychotherapy.
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4. What is the Role Development Model of clinical supervision?
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Reflective clinical supervision using the Role Development Model fosters a culture of continuous learning, self-awareness, and professional growth, ultimately benefiting both the individual healthcare professional and the quality of patient care.
The role development model was created by Michael Consedine (1940-2008), a psychiatric nurse, psychotherapist, psychodramatist and educator in New Zealand. Consedine worked on the model in the 1980’s to provide a framework of CS for health professionals which is based on ‘role theory’[3]. An evaluation and description of this model can be accessed in Harvey et al (2020) [4].
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The focus is on the supervisor exploring the questions rather than solving a problem and supporting the supervisee to explore and consider new ways to practice.
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The use of ‘play of life’ figures gain a 3D representation of situations to assist with this process.
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This model was expanded by mental health nurse, Paul Spurr from Clinical Supervision Consultancy (https://www.clinicalsupervisionconsultancy.com.au/) who facilitates clinical supervision training.
Contact Suzy Today!
I would love to hear from you! Please reach out with any questions, to schedule a free Discovery Call or book a session.
Phone: 0402 407 645
Site References
1. Bond, M. and S. Holland, Skills of clinical supervision for nurses: A practical guide for supervisees, clinical supervisors and managers. 2011: McGraw-Hill Education (UK).
2. Russell, S., et al., Patient and nurse perceptions of an innovative TV wellness channel in an acute medical ward: a feasibility study. BMJ Innovations, 2021. 7(1).
3. Consedine, M., Using role theory in clinical supervision. Australian and Aotearoa New Zealand Psychodrama Association Journal, 2001(10): p. 37.
4. Harvey, S., et al., Describing and evaluating a foundational education/training program preparing nurses, midwives and other helping professionals as supervisors of clinical supervision using the Role Development Model. Nurse Education in Practice, 2020. 42: p. 102671.
5. Australian College of Mental Health Nurses (ACMHN), Australian College of Nursing (ACN), and Australian College of Midwives (ACM). Position Statement: Clinical Supervision for Nurses & Midwives. 2019 [cited 2019 8/09/2019]; Available from: http://www.acmhn.org/images/Position_Statement/ClinicalSupervision_BG_Paper.pdf.
6. ACT Health. Clinical supervision framework for ACT nurses and midwives. 2023; Office of the Chief Nursing and Midwifery Officer, ACT Health. CanberraAvailable from: https://health.act.gov.au/health-professionals/nursing-and midwifery-office/clinical-supervision.