Guidelines for clinical supervision in health service psychology.

2015 ◽  
Vol 70 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Keyword(s):  
Health Service ◽  
Clinical Supervision

Effectiveness of clinical supervision of physiotherapists: a survey

2015 ◽  
Vol 39 (2) ◽  
pp. 190 ◽  
Author(s):  
David A. Snowdon ◽  
Geraldine Millard ◽  
Nicholas F. Taylor
Keyword(s):  
Public Health ◽  
Health Service ◽  
Clinical Supervision ◽  
Allied Health ◽  
Public Health Service ◽  
Hospital Setting ◽  
Mean Difference ◽  
Publicly Funded ◽  
Importance Value ◽  
Physiotherapy Department

Objectives Limited literature exists on the practice of clinical supervision (CS) of professional physiotherapists despite current Australian safety and quality health standards stating that CS is to be provided to all physiotherapists. The aim of the present study was to evaluate the effectiveness of CS of physiotherapists working in an Australian public health service. Methods CS was measured using the allied health-specific 26-item modified Manchester Clinical Supervision Scale (MCSS-26). Subscales of the MCSS-26 were summed for three domain scores (normative, restorative and formative) and a total score was calculated, which was compared with the reported threshold score of 73 for effective supervision. Sixty registered physiotherapists (response rate 92%), working for a large metropolitan public health service, with six different site locations, completed the survey. Results The mean (± s.d.) total MCSS-26 score was 71.0 ± 14.3 (95% confidence interval (CI) 67.4–74.6). Hospital site was the only variable that had a significant effect on total MCSS-26 score (P = 0.005); there was no effect for supervisor or supervisee experience, or hospital setting (acute vs subacute). Physiotherapists scored a significantly lower mean percentage MCSS-26 score on the normative domain compared with the restorative domain (mean difference 7.8%; 95% CI 2.9–12.7; P = 0.002) and the formative domain (mean difference 9.6%; 95% CI 6.3–13.0; P < 0.001). Of the two subscales that form the normative domain, ‘finding time’ had a significantly lower mean percentage MCSS-26 score than ‘importance/value of CS’ (mean difference 35.4%; 95% CI 31.3–39.4; P < 0.001). Conclusions Within this publicly funded physiotherapy department there was uncertainty about the effectiveness of CS, with more than half the physiotherapists rating their supervision as less than effective, suggesting there is opportunity for improvement in the practice of physiotherapy CS. Physiotherapists scored lowest in the normative domain, indicating that they found it difficult to find time for CS. What is known about the topic? Previous research into CS for allied health professionals has shown that, on average, it is effective. However, these results cannot be generalised to specific allied health disciplines. Currently, the effectiveness of CS for physiotherapists is unknown. What does this paper add? This study is the first to investigate the effectiveness of CS in a large physiotherapy department of a publicly funded Australian healthcare service. What are the implications for practitioners? Requiring all physiotherapists to receive CS may not be useful if supervision is not effective. Finding time for CS appears to be the main barrier to effective CS. Focus should be directed towards developing a framework within which to practice CS that includes protected time for participation in CS.

Telemedicine applications in an integrated mental health service based at a teaching hospital

1996 ◽  
Vol 2 (4) ◽  
pp. 205-209 ◽  
Author(s):  
Peter Yellowlees ◽  
Craig Kennedy
Keyword(s):  
Mental Health ◽  
Mental Health Service ◽  
Health Service ◽  
Clinical Supervision ◽  
Teaching Hospital ◽  
Clinical Work ◽  
Training Programme ◽  
Telemedicine System ◽  
Training And Education ◽  
Integrated Mental Health

Psychiatric applications have predominated in Australian telemedicine in recent years. This paper describes the development of the first telemedicine system for an integrated mental health service based at a teaching hospital. Much effort was devoted to training and education for staff. Within about six weeks of the system being installed, over 80 of all clinical administrative staff, from all the mental health disciplines of the integrated service, had completed a formal training programme. Applications within the service included direct clinical work and the use of videoconferencing in preference to standard telephony over short distances. Applications external to the service, over distances of thousands of kilometres, included clinical supervision and teaching. Evaluation is continuing.

Effective clinical supervision for regional allied health professionals: the supervisor’s perspective

2013 ◽  
Vol 37 (2) ◽  
pp. 262 ◽  
Author(s):  
Margaret Dawson ◽  
Bev Phillips ◽  
Sandra G. Leggat
Keyword(s):  
Health Service ◽  
Performance Management ◽  
Clinical Supervision ◽  
Health Professionals ◽  
Best Practice ◽  
Allied Health ◽  
Care Quality ◽  
Regional Health ◽  
Questionnaire Response ◽  
Allied Health Professionals

Objective. To explore the effectiveness of the current clinical supervision (CS) processes for allied health professionals (AHPs) at a regional health service from the perspective of the supervisor. Method. A mixed method study with two phases, involving AHPs across nine disciplines, employed at a regional health service and providing CS. In the first phase 14 supervisors participated in focus groups which were followed by the completion of a questionnaire by 26 supervisors. Results. Focus group results indicated confusion between CS, line and performance management and mentoring. Clinical supervision was perceived to contribute to the quality of patient care and reflective practice. The challenges of time for busy clinical staff were reported. The questionnaire response rate was 52.1% and the mean total score for the questionnaire was 162.96 (s.d. 13.47), being 76% of the maximum possible total score. Clinical supervision was considered to improve care quality despite the avoidance of addressing personal issues. Identified CS improvements included empowerment through education, resources development, streamlined documentation and use of best practice protocols. Conclusions. The results identified AHP supervisors’ perceptions of CS and possible improvements to CS processes, including differentiating CS from line management, protecting CS time and the provision of critical feedback. What is known about the topic? There are limited published reports about CS for AHPs, with AHP supervisor experience and knowledge not previously reported. What does the paper add? This is the first study to identify current supervisor understanding and practice of CS for AHPs. What are the implications for practitioners? CS is a valued activity, the effectiveness of which may be supported by education and resources.

American Psychological Association Guidelines for Clinical Supervision: Competency-Based Implications for Supervisees

2018 ◽  
Vol 46 (7) ◽  
pp. 821-845 ◽  
Author(s):  
Kelsey A. Kangos ◽  
Michael V. Ellis ◽  
Lauren Berger ◽  
Dylan A. Corp ◽  
Heidi Hutman ◽  
...  
Keyword(s):  
Health Service ◽  
Clinical Supervision ◽  
American Psychological Association ◽  
American Psychological ◽  
Clinical Supervisors ◽  
Competency Based ◽  
Effective Use

The American Psychological Association’s “Guidelines for Clinical Supervision in Health Service Psychology,” as well as the extant supervision literature, focus on supervisees’ competencies in their roles as therapist–professionals, and on the competencies of clinical supervisors. We consider two questions: What are the implications of the Guidelines for health service psychology supervisees in their roles as supervisees (vs. as therapists)? How can supervisees empower themselves to be proactive in making effective use of clinical supervision? We then outline a competency-based approach by focusing on the knowledge, skills, and attitudes for supervisees in clinical supervision. We suggest that the competencies (knowledge, skills, and attitudes) required to be an effective supervisee are distinct from existing competencies that focus on the supervisee as a therapist–professional. Our intent is to delineate competency-based implications of the Guidelines for supervisees, as well as to educate and empower them to become proactive collaborators and participants in clinical supervision.

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