Services
Individual & Group Clinical Sessions
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
$190
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.
-
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.
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?
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.
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.
2. What are the benefits of clinical supervision?
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.
3. What clinical supervision is not:
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]
It is not counselling or psychotherapy.
4. What is the Role Development Model of clinical supervision?
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.