Draft National Clinical Supervision Competency Framework

Draft National Clinical Supervision Competency Framework August, 2012, Human Capital Alliance

This draft Competency Framework for Clinical Supervision was prepared for Health Workforce Australia by Human Capital Alliance (HCA). The HCA consultancy team consists of Lee Ridoutt, Victoria Pilbeam, Joanne Bagnulo, Meredith McIntyre, Kate Hurrell, Mark Mattiussi, Serena Abbinga, Prasuna Reddy, Adrian Schoo, Kevin Hummel, Simon Willcock, Lynne Madden, Belinda O’Sullivan, Michelle Strickland, Andy Gilbert, Tony Woods, Robyn Hill and Leanne McGill.

Draft National Clinical Supervision Competency Framework 2

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Suggested citation:

Human Capital Alliance (HCA) (2012) Draft National Clinical Supervision Competency Framework, for Health Workforce Australia


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Contents 1 Structure of the competency matrix ........................................................................... 4

2 Clinical Supervision Framework Matrix ....................................................................... 8

Development of competence ..................................................................................... 8

Summative assessment of competence ................................................................... 17

Administration of clinical supervision ....................................................................... 23

Facilitate safety in clinical supervision ..................................................................... 27

Glossary of terms for all units of competency ........................................................... 31


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1 Structure of the competency matrix The competency matrix of the Clinical Supervision Competencies Framework has been developed consistent with the structure of the National Common Health Competency Resource. This Resource has a matrix structure within which is embedded a hierarchy of competence ‘levels’. The structure is comprised of the following features:

Competency domain An overarching area or organised cluster of knowledge, skills and behaviour, which can be broken down into specific elements of competence.

Level descriptor An overarching description of what competence looks like at this level of the competency domain.

Element grouping A title given to describe a grouping of competence elements with a similar or shared theme.

Competence element A specific piece of knowledge, or skill or behaviour, representing one component of the overarching competency domain.

Performance Criteria An example of performance that can be observed and/or measured to demonstrate competence of the element at the level being assessed. They are neither comprehensive nor exhaustive.

The competencies are grouped within four domains which were synthesised from the evidence of ‘core’ clinical supervision competence gathered through the research — literature review, stakeholder consultations and critical incident interviews — which preceded the development of the Competency Framework. The domains are as follows:

� Development of competence; � Summative assessment of competence; � Administration and management in clinical supervision; and � Facilitate safety in clinical supervision.

Note that ‘communication’, an area of competence almost universally singled out as important for clinical supervision work, has not been included as a specific domain. Instead, following the approach adopted for the National Common Health Competency Resource, communication competencies have been embedded within the elements and especially performance criteria of the four designated domains.

Within each domain there are four levels of competence, slightly differently described in each case, but broadly organised to range from competence associated with ‘beginning’ practitioner proficiency through to competence aligned with expert skills and knowledge in clinical supervision. The base description for each of the four levels of competence is as follows, noting that this base statement is contextualised for each of the domains:

� Level 1: Perform clinical supervision activities within a known and stable context, narrow parameters and under supervision;

� Level 2: Perform clinical supervision independently within a defined context, established parameters and defined levels of delegation;


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� Level 3: Perform clinical supervision autonomously in a changing context within broad parameters. Support and guide others in performing clinical supervision within established protocols; and

� Level 4: Provide leadership in clinical supervision. Develops systems, processes, resources and individuals to enhance the practice of clinical supervision.

This structure is illustrated and described below in order to support navigation through the Competency Matrix.


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DOMAIN TITLE DOMAIN DESCRIPTION COMPETENCE LEVEL LEVEL DESCRIPTION

Domain:

Development of competence Domain descriptor: Facilitates suitable learning experiences in order to develop a trainee’s competence in the clinical environment

Level descriptor

Level One Perform clinical supervision activities within a known and stable context, narrow parameters and under supervision.

Assist with teaching and learning activities to facilitate the development of a trainee’s competence in the clinical environment.

Level Two Perform clinical supervision independently within a defined context, established parameters and defined levels of delegation.

Apply the principles of adult learning and mentoring to facilitate the development of a trainee’s competence in the clinical environment.

Level Three Perform clinical supervision autonomously in a changing context with broad parameters. Support and guide others in performing clinical supervision within established protocols.

Plan, coordinate and support others undertaking learning and development activities.

Monitor the effectiveness of learning and development programs and participate in evaluation of learning and development processes and resources.

Level Four Provide leadership in clinical supervision. Develop systems, processes, resources and individuals to enhance the practice of clinical supervision.

Design, implement and evaluate learning and development programs and systems and processes.


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Group Facilitate the development of competence in the clinical environment. 1.1 Prepare for

development activity

x Confirm trainee’s scope of practice with appropriate person

x Confirm trainee’s expected learning objectives

x Confirm teaching/learning strategies outlined on the training plan

x Confirm with trainee determined learning objectives and identified teaching/learning strategies

x Articulate trainee’s scope of practice to all those involved in the learning and development process

x Identify with trainee their expectations and needs in relation to their learning and development

x Use established training plan template(s) to develop a training plan that reflects trainee’s preferred learning style and needs

x Determine trainee’s scope of practice for the learning and development program

x Review suitability of learning and development models and training plan templates and make recommendations about modifications required

x Brief clinical supervisors re upcoming learning and development programs

x Remain abreast of changes in trainees’ scope of practice and modify learning and development models and programs accordingly

x Confirm purpose and objectives of learning and development program with relevant stakeholders

x Determine resource requirements to conduct a learning and development program

ELEMENT GROUPING

COMPETENCE ELEMENT PERFORMANCE CRITERIA


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2 Clinical Supervision Framework, Competency Matrix

Domain:

Development of competence

Domain descriptor: Facilitates suitable learning experiences in order to develop a trainee’s competence in the clinical environment

Level descriptor


Assist with teaching and learning activities to facilitate the development of a trainee’s competence in the clinical environment.


Apply the principles of adult learning and mentoring to facilitate the development of a trainee’s competence in the clinical environment.


Plan, coordinate and support others undertaking learning and development activities.

Monitor the effectiveness of learning and development programs and participate in evaluation of learning and development processes and resources.


Design, implement and evaluate learning and development programs, systems and processes.


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Group Facilitate the development of competence in the clinical environment. Level One

Perform clinical supervision activities within a known and stable context, narrow parameters and under supervision.


Level Three Perform clinical supervision autonomously in a changing context with broad parameters. Support and guide others in performing clinical supervision within established protocols


1.1 Prepare for development activity

x Confirm trainee’s scope of practice with appropriate person

x Confirm trainee’s expected learning objectives

x Confirm teaching/learning strategies outlined on the training plan

x Confirm with trainee determined learning objectives and identified teaching/learning strategies

x Identify own ability to facilitate the development of a trainee’s competence and seek support and guidance if required

x Identify any impact the supervision/development role has on own work demands and discuss with appropriate person any concerns

x Complete any required

x Articulate trainee’s scope of practice to all those involved in the learning and development process

x Identify with trainee their expectations and needs in relation to their development

x Use established training plan template(s) to develop a training plan that reflects trainee’s preferred learning style and needs

x Incorporate teaching/ learning approaches and strategies in the training plan to meet the needs of trainees from culturally and linguistically diverse backgrounds

x Seek advice and guidance from an appropriate person when difficulties arise in developing learning


x Review suitability of learning and development models and training plan templates and make recommendations about modifications required

x Brief clinical supervisors re upcoming learning and development programs

x Assist clinical supervisors to modify training plans to accommodate the specific needs of a trainee

x Develop a learning culture in the clinical environment

x Negotiate the provision of adequate physical and human resources to support learning and development activities and programs

x Ensure all preliminary

x Remain abreast of changes in trainees’ scope of practice and modify development models and programs accordingly

x Confirm purpose and objectives of learning and development program with relevant stakeholders

x Determine resource requirements to conduct a learning and development program

x Determine the required qualifications and competence of clinical supervisors involved in learning and development programs

x Use research findings to develop new concepts and approaches to learning and development in the clinical environment

x Facilitate the application


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preliminary records or documents using relevant technology

x Identify and confirm that necessary resources are available

x Establish a relationship with the trainee that is appropriate to the scope and duration of the specific learning experience/activity

x Select appropriate situations and patients to be involved in learning and development activities

x Seek patients’ consent when involving the trainee in clinical activities

objectives and selecting teaching and learning approaches and strategies

x Discuss and obtain agreement from trainee as to the suitability of the training plan

x Distribute training plan and confirm understanding of all those involved in the learning and development process

x Obtain required resources and seek guidance when resources are not adequately available or available in a timely manner

x Delegate supervision for learning and development activities to appropriate individuals, when and if appropriate

x Monitor delegated supervision activities

records and documents are completed in required timeframe using relevant technology

of new technologies into learning and development activities and programs

x Develop robust and standardised policies and processes for the delivery of learning and development programs

x Ensure policies and processes identify specific strategies to support trainees from culturally and linguistically diverse backgrounds

x Design models and learning and development processes that do not place the trainee in vulnerable situations and/or under undue stress

x Design and trial modified frameworks and models for learning and development programs

x Develop resources to


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x Maintain relationships with the trainee and others involved in the learning and development process that is appropriate to the scope and duration of the specific learning experience/activity

x Acknowledge and manage factors that may influence the relationships

x Identify any impact the supervision/development role has on own work demands and negotiate with appropriate person the reallocation of work activities

x Identify issues in the clinical environment which may impact on trainee’s learning efficiency and effectiveness and take appropriate remedial action within scope of role

support trainees and clinical supervisors with learning and development activities

x Engage relevant stakeholders in the design and/or modification of learning and development programs, systems, processes, resources and tools


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x Obtain and/or complete all necessary preliminary records and documents using relevant technology

1.2 Guide the development of the required competence

x Model required level of competence

x Use the established training plan to guide the development of a trainee’s competence

x Recognise opportunities for trainee to continue to develop their competence to the required level

x Apply key adult learning principles

x Break required competence into components as appropriate for trainee

x Observe trainee performing clinical and other activities

x Recognise and intervene when a trainee’s action, or non-action is likely to

x Model required level of competence within an appropriate theoretical framework

x Create opportunities for trainee to continue to develop their competence to the required level

x Apply appropriate adult learning principles to a given learning situation

x Use mentoring to support the development of trainee’s competence

x Influence the learning situation to maximise the learning outcomes for trainee

x Monitor the clinical environment to ensure trainee has continued access to appropriate

x Model good clinical supervision practice

x Assist clinical supervisor identify and implement alternative teaching and learning strategies for a trainee who is having difficulties achieving the required level of competence or who may need to be extended. Assist clinical supervisor modify the clinical environment to suit a trainee’s individual needs and requirements

x Monitor the performance of a clinical supervisor and take appropriate action when performance does not meet expectations

x Develop appropriate models for clinical supervision

x Ensure organisational processes and procedures encourage a supportive learning environment in the workplace

x Develop and monitor systems that capture learning from clinical supervision

x Validate captured learning x Establish systems that

ensure dissemination of positive learning experiences in the clinical environment to clinical supervisors


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compromise the safety of the trainee, patient or others

x Engage the trainee in constructive dialogue about clinical activities to ascertain their ability to apply theoretical knowledge in the clinical environment

x Provide regular feedback to trainee about their progress toward achieving competence

x Identify and notify appropriate person when trainee is having difficulty achieving competence

x Identify and notify appropriate person when own work demands and/or issues in the clinical environment impact on trainee’s ability to develop competence

x Identify and notify

learning situations x Use questioning as a

technique to develop competence

x Encourage trainee to develop and use appropriate rehearsal techniques

x Allow trainee to complete activities with only minimal external assistance

x Uses strategies to include patients and carers in learning and development activities

x Monitor a trainee’s level of stress

x Adjust workplace situations to ensure a facilitating level of stress for trainee

x Gather data from colleagues about trainee’s performance

x Use appropriate

x Challenge a clinical supervisor to develop methods for improving their performance

x Debrief a clinical supervisor at regular intervals and following a critical incident

x Monitor the relationship between a clinical supervisor and a trainee and intervene when concerns about the relationship are identified

x Ensure all required records and documents are completed using the appropriate technology


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appropriate person when own work demands and/or issues in the clinical environment are impacting on the implementation of agreed training plan

techniques to provide regular and ad-hoc feedback to trainee on their progress towards achieving competence and ways of improving their performance

x Encourage a trainee to identify areas of their performance that require improvement

x Challenge trainee to identify strategies for improving their performance

x Modify training plan to address identified areas of poor performance

x Work with trainee to improve their performance using the agreed strategies

x Identify trainee who is in difficulty despite the implementation of improvement plans and


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notify appropriate person of concerns

1.3 Complete the development of competence process

x Provide final feedback about trainee’s performance

x Seek feedback from trainee about their learning experience as input to the continuous improvement cycle

x Identify improvements that could be made to the learning and development process

x Complete all required records and documents in required timeframe using relevant technology

x Make arrangements with trainee for formal feedback sessions

x Provide trainee with objective feedback about performance

x Discuss implications of inability to achieve competence with trainee

x Reflect on own performance in learning and development process to identify areas for improvement

x Use feedback from trainee to improve own performance in learning and development activities

x Identify improvements that could be made to the learning and development process

x Guide trainee to complete

x Assist clinical supervisor provide feedback to a trainee who has not achieved required competence

x Develop alternative learning and development pathways, in conjunction with relevant stakeholders and within established protocols, for a trainee who is unable to demonstrate required level of competence

x Provide feedback to a clinical supervisor about their performance in the learning and development process

x Identify a clinical supervisor who is having difficulty fulfilling their role requirements and arrange appropriate training and

x Design learning and development program evaluation tools

x Manage learning and development program evaluation processes

x Analyse effectiveness and efficiency of current learning and development processes and practices based on evaluation data received from all stakeholders

x Engage relevant stakeholders in discussions about possible improvements to learning and development program systems, processes and resources

x Implement changes to a learning and development program’s systems, processes and resources


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all required reports and documents using appropriate technology

x Complete all records and documents in required timeframe using relevant technology

mentoring x Based on feedback from

all those involved in the learning and development process develop recommendations that could be adopted to improve outcomes

x Initiate and/or implement strategies to address identified improvements within scope of role

x Ensure all records and documents are completed in required timeframe using relevant technology

in response to evaluation data

x Arrange for resources and systems changes to be made by appropriate people

x Maintain a schedule of improvements

x Establish systems that ensure the dissemination of information in relation to improvements to relevant stakeholders


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Domain:

Summative assessment of competence

Domain descriptor: Applies principles of competency assessment to judge competence in the clinical environment

Level descriptor


Assist in the collection/ gathering of evidence to inform a judgement about a trainee’s competence in a clinical environment.

Level Two Perform clinical supervision independently within a defined context, established parameters and defines levels of delegation.

Apply the principles of assessment to make a judgement about a trainee’s competence in a clinical environment.


Plan, coordinate and support others undertaking clinical supervision activities to improve assessment practices.

Monitor the effectiveness of assessment processes and participate in the validation of assessment resources.


Develop, implement and evaluate assessment programs and systems and processes.

Develop and implement assessment instruments.


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Group Assess competence in a clinical environment. Level One

Perform clinical supervision activities within a known and stable context, narrow parameters and under supervision




2.1 Prepare for assessment of competence

x Confirm trainee’s competence scope for the assessment process

x Identify own ability to undertake the assessment activity and seek support and guidance if required

x Identify any impact assessment activities have on own work demands and discuss any concerns with appropriate person

x Confirm the use of any resources or assessment instruments to be used

x Seek patients’ consent when involving them in a trainee’s assessment activities

x Articulate the trainee’s competence scope for the assessment process to all those involved in the process

x Select the appropriate resources and assessment tools to be used

x Develop simple assessment instruments as required

x Determine the appropriate competence scope for the assessment process

x Review suitability and currency of assessment resources and make recommendations about modifications required

x Brief clinical supervisors re upcoming assessment activities

x Negotiate the provision of adequate human and physical resources to support assessment of competence activities

x Disseminate outcomes regarding the evaluation (including moderation) of assessment of competence process and resources

x Remain abreast of changes in trainees’ competence scope and modify assessment resources and tools accordingly

x Determine resource requirements to conduct assessment of competence activities

x Determine the required qualifications and level of competence of clinical supervisors involved in assessment activities

x Use research findings to develop new concepts and approaches to clinical assessment

x Facilitate the application of new technologies into the assessment of competence process

x Develop robust and standardised policies and


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processes for the assessment of a trainee’s competence

x Ensure policies and processes identify specific strategies to support trainees from culturally and linguistically diverse backgrounds

x Engage relevant stakeholders in the design and evaluation of assessment systems’ processes, resources and tools

x Design, trial and evaluate new assessment resources and instruments

2.2 Gather evidence of competence

x Use core evidence gathering techniques

x Recognise and intervene when a trainee’s action, or non-action is likely to compromise the safety of the trainee, a patient(s) or others in the workplace

x Plan evidence gathering activities

x Discuss evidence gathering plan with trainee and other colleagues involved in the assessment process

x Use a variety of evidence

x Assist clinical supervisors to modify assessment processes and tools to accommodate a trainee from a culturally and linguistically diverse background

x Identify and mentor

x Assess, develop and/or review assessment strategies used for a clinical placement program

x Validate assessment resources and tools to current required clinical


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x Complete assessment tools and records in a timely manner using appropriate technology

gathering techniques x Use appropriate evidence

gathering techniques to accommodate specific trainee needs

x Check the evidence gathered complies with the rules of evidence

x Maintain records of evidence collected using relevant technology

clinical supervisors who are having difficulty collecting evidence

outcomes x Design or modify

evidence gathering tools

2.3 Make a judgement of competence

x Provide feedback about evidence gathered to inform the competence judgement

x Confirm feedback provided by those involved in evidence gathering

x Evaluate all the evidence obtained

x Make a judgement of competence which is supported by evidence

x Communicate the decision to the trainee in the appropriate manner

x Identify and mentor clinical supervisors who are having difficulty analysing the evidence and making a judgement about competence

x Assist clinical supervisors to provide feedback to trainees in difficult and complex situations

x Confirm validation purpose(s) and process(s) with relevant stakeholders

x Participate in moderation activities

2.4 Complete the assessment of competence process

x Complete all records and documents in required timeframe using relevant

x Communicate assessment outcomes to trainee

x Monitor the assessment practices of clinical supervisors and take

x Design assessment process evaluation tools

x Manage evaluation


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technology x Develop any required follow up or remedial plans with trainees

x Use feedback from trainee to improve own performance in assessment of competence processes

x Identify improvements that could be made to the assessment of competence process, resources and instruments

x Guide trainee to complete all required reports and documents using appropriate technology


appropriate action as necessary

x Based on feedback from all those involved in the assessment of competence process develop recommendations that could be adopted to improve outcomes

x Initiate and/or implement strategies to address identified improvements within scope of role

x Assist in assessment validation activities

x Ensure all records and documents are completed in required timeframe using appropriate technology

processes x Manage assessment

validation activities x Analysis effectiveness

and efficiency of current assessment practices based on evaluation data received from all stakeholders

x Engage relevant stakeholders in discussions about possible improvements to assessment systems, processes, resources and instruments

x Implement changes to systems, processes, resources and instruments in response to identified improvements

x Arrange for resources and systems changes to be made by appropriate people

x Maintain a schedule of


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improvements x Establish systems that

ensure the dissemination of information in relation to improvements to relevant stakeholders


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Domain:

Administration of clinical supervision

Domain descriptor: Undertake activities which are integral to the success of clinical supervision but are outside the domains of the development and assessment of competence

Level descriptor


.

Complete administrative tasks in accordance with procedures.


Complete administrative tasks required for clinical supervision role.

Level Three Perform clinical supervision autonomously in a changing context within broad parameters. Supports and guides others in performing clinical supervision within established protocols.

Undertake administrative tasks relevant in a broad clinical supervision context.

Level Four Provide leadership in clinical supervision. Develops systems, processes, resources and individuals to enhance the practice of clinical supervision.

Undertake administrative tasks associated with clinical supervision for a department or an organisation.


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Group

Undertake administrative activities in relation to clinical supervision





3.1 Prepare for clinical supervision

x Identify organisational requirements for clinical placement

x Incorporate clinical supervision activities within role priorities

x Communicate with stakeholders as required


x Identify availability of required resources

x Identify appropriate multidisciplinary relationships

x Plan clinical placement activities

x Organise clinical placement setting

x Rank required activities by importance

x Determine preferred communication processes with stakeholders

x Communicate as appropriate

x Plan trainee feedback processes for clinical placements

x Obtain any required permissions

x Identify stakeholders x Identify stakeholder

needs and wants x Negotiate conflicts x Prioritise needs and

wants x Develop appropriate

clinical placement plans x Negotiate stakeholder

support x Encourage stakeholder

feedback x Modify plans as

appropriate x Ensure all records and

documents are completed in required timeframe using appropriate technology

x Identify aims and objectives of clinical supervision

x Negotiate requirements with relevant educational institutions

x Develop agreement with stakeholders on appropriate clinical activities and resources

x Ensure sufficient resources are available

x Ensure all personnel have appropriate capabilities

x Develop an environment conducive to continuous improvement

3.2 Manage clinical supervision process

x Manage own time x Manage competing

demands

x Identify work to be done x Manage demands within

designated working hours

x Model good clinical supervision practices

x Delegate appropriate

x Review clinical supervision systems

x Modify systems to


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Group






x Identify potential sources of interpersonal conflict and seek assistance

x Assist trainee to organise their time

x Revise plans as required x Seek support as required x Identify and apply a

limited range of alternative approaches to resolving interpersonal conflict

components x Monitor delegate activities

and provide guidance and support where necessary

x Assist other clinical supervisors to manage demands made on them

x Facilitate the prevention and resolution of interpersonal conflict

improve clinical supervision processes

x Obtain necessary approval to implement changes

x Monitor the implementation of the changes

x Take required actions to ensure appropriate changes are implemented

x Maintain a schedule of improvements

3.3 Manage clinical supervision resources

x Obtain clinical placement resource requirements

x Plan clinical placement resource requirements

x Obtain any necessary permission

x Determine resource requirements for clinical supervision

x Manage utilisation of resources on an ongoing basis

x Develop clinical supervision schedules

x Detail resource requirements

x Negotiate and secure agreed resources

x Maintain the provision of resources required

x Communicate with relevant stakeholders as required

3.4 Complete clinical x Report in a timely fashion x Maintain required records x Develop reporting x Communicate with


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Group






supervision administration

in a manner that meets requirements


using appropriate technology

x Report to appropriate persons

processes, structure and templates

x Collate and present data to relevant stakeholders

relevant stakeholders x Ensure clinical

supervisors have appropriate levels of authority and responsibility


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Domain:

Facilitate safety in clinical supervision

Domain descriptor: Facilitate safety for all stakeholders in a clinical supervision context with particular reference to ethical and professional conduct

Level descriptor

Level One

Perform clinical supervision independently within a defined context, established parameters and defined levels of delegation.

Follow established policies, protocols and risk management plans and identify and report issues that may arise.

Level Two

Perform clinical supervision independently within a defined context, established parameters and defined levels of delegation.

Work within established policies and protocols and risk management plans applying ethical and professional requirements

Level Three

Performs clinical supervision autonomously in a changing context within broad parameters. Supports and guides others in performing clinical supervision within established protocols.

Apply risk management and ethical and legal requirements to the clinical supervision context

Level Four

Provide leadership in clinical supervision. Develops systems, processes, resources and individuals to enhance the practice of clinical supervision.

Assess ethical, professional and legal risks and develop and modify risk management plans to treat identified risks.


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Group

Apply risk management principles to clinical supervision activities





4.1 Assess risk x Confirm trainee’s scope of practice within appropriate person

x Recognise own limits in undertaking clinical supervision activities and seek support and guidance from appropriate persons

x Recognise accountability of supervising practitioner who has overall responsibility for the provision of care and act according to their directions

x Recognise and intervene when a trainee’s action, or non-action is likely to compromise the safety of the trainee, a patient(s) or others in the workplace

x Confirm trainee’s scope of practice is understood by all those involved in the clinical supervision

x Monitor the trainee and the clinical environment for actual and potential risks to stakeholder safety and wellbeing

x Articulate trainee’s scope of practice to all those involved in the development activity

x Engage in active supervision and determine the appropriate level of oversight to ensure patient and trainee safety

x Adjust workplace situations to ensure safety and take immediate remedial action as required

x Delegate clinical supervision activities to others according to their competence and scope of practice

x Plan for contingencies in clinical supervision activities that may impact on stakeholder safety

x Empower others to identify, analyse and report risk


x Monitor the relationship between a clinical supervisor and trainee and intervene when concerns about the relationship are identified

x Remain abreast of changes in trainee’s scope of practice and modify development models and programs accordingly

x Establish the nature and extent of risk for clinical supervision activities

x Investigate sources of risk

x Consult stakeholders with regard to the risks

x Assess risks x Document risk

assessment as appropriate


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Group






x Identify risks in clinical supervision activities

x Analyse risks in clinical supervision practice

x Evaluate risks in the clinical supervision situation

4.2 Respond to risk x Respond to actual or potential risks within defined parameters

x Apply codes of ethical and professional conduct

x Maintain safety of direct stakeholders

x Use resources provided appropriately

x Respond to actual and potential risk within parameters of scope of practice

x Work in accordance with legal and ethical standards

x Undertake activities within professional and institutional boundaries

x Maintain safety of all stakeholders

x Work co-operatively with other professionals involved in clinical supervision activities

x Maintain own professional standing

x Use appropriate communication strategies and techniques to respond to

x Plan clinical placements ethical, legal and professional protocols

x Implement relevant risk management plans

x Mitigate issues related to trainees

x Initiate and facilitate critical reflection and debriefing of relevant individuals following a response to a significant risk or adverse outcome

x Research professional, legal and ethical requirements related to clinical supervision

x Develop risk management plans

x Develop communication strategies to be used when responding to risk

x Determine the risk management and assessment criteria

x Manage clinical supervision risk

x Ensure reporting mechanisms for risks are planned and followed


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Group






risk and contingencies 4.3 Monitor and review risk x Report risk

management issues as required

x Report risk management issues as appropriates

x Reflect on risks observed in clinical supervision

x Communicate identified risks with appropriate stakeholders

x Facilitate the implementation of risk management plan

x Act to ensure that those involved in clinical supervision understand their roles in Identifying, assessing, monitoring and responding to risk

x Identify and report opportunities for improvements to risk management

x Monitor and review risk management plans regularly

x Modify risk management plans when and as required

x Develop and facilitate a risk management culture


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Glossary of terms for all units of competency

Assessment resources

Assessment resources may include but are not limited to:

� assessment tools � assessor guides � simulations � question banks/case study banks/activity banks

and may be paper based, electronic, physical models etc

Benefit/cost analysis

Benefit/cost is typically calculated as a $ ratio. However it is used here simply to indicate receiving the most return from the least effort and may be determined in any units appropriate. It is desirable to attempt to quantify this in some units to enable comparison with other desired improvements and so make a rational and transparent decision.

Competence Despite extensive discussion on the term, no singly agreed definition of ‘competency’ or ‘competence’ has been established. Competence tends to be conceptualised differently both within and across educational and workplace settings. In a broad sense, workplace competency describes required work performance in terms of tasks and functions, whereas in educational settings competence is most often described as the outcomes of a training course or program of study (frequently ‘learning outcomes’). Our definition for obvious reasons favours a workplace conceptualisation as follows

A set of related skills, knowledge and values that enable a person to act effectively in a job / function or situation.

Develop Develop is used to mean develop new or further develop/update existing learning resources.

Individual differences

Individual differences may include but is not limited to:

� learning style


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� cognitive skills and abilities � motivation � developmental stage � social background � generational factors � illness and disability (chronic or acute) � cultural background � religious beliefs

Learning plan A learning plan may include but is not limited to

� a set of learning goals or objectives � an agreement as to the current competencies possessed � an agreed set of steps and/or a pathway to achieving those

goals The plan may be a simple text document, a Gantt chart, use planning software or be in any other form of use to both trainers and trainees.

Learning resources Learning resources may include but are not limited to:

� material providing/explaining theory component � activities to develop required skills � models, simulations

and may be paper based, electronic, physical models etc.

Learning styles Models of learning and problem solving styles such as Kolb, Honey and Mumford etc.

Workplace and learning environment

Workplace and learning environment may include but is not limited to:

� respectful of patients and trainees � respectful of health professionals from other disciplines � fostering interdisciplinary team effort � makes learning engaging, challenging and exciting � not threatening

Draft National Clinical Supervision Competency Framework

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