Support and Supervision for AHPs A Once for Scotland approach - PowerPoint PPT Presentation

Greater Glasgow and Clyde -Supervision 21 st June 2019 Support and Supervision for AHPs A ‘Once for Scotland’ approach @nesnmahp #AHPs #nesnmahp #supportandsupervision

NHS Education for Scotland Support and Supervision national working group summary • Literature review • Launched Scotland’s Position Statement • Local policies / guidance aligned to national statement • National survey • Local infrastructure • Educational resources and learning opportunities • Sharing practice

NHS Education for Scotland Scotland’s Position Statement “ A working alliance between practitioners in which they aim to enhance clinical practice , fulfil the goals of the employing organisation and the profession and meet ethical, professional and best practice standards…while providing personal support and encouragement in relation to professional practice.” Kavanagh et al (cited in Dawson, 2013)

NHS Education for Scotland HCPC – Triggers for disengagement • Workload pressures • Lack of support for CPD • Operating outside scope of • Poor management practice • Dysfunctional relationships • Poor or infrequent • Personal circumstances supervision (bereavement, divorce, • Under-utilising skills financial pressures) • Professional isolation • Blame culture • Lack of autonomy • Working patterns

NHS Education for Scotland HCPC – consensus views on ways to prevent problems • Being valued • Team building exercises • Good team dynamics • Professional • Good supervision networks • Regular appraisal • Reflective practice • Performance • Self-awareness management • Keeping up to date • Buddying schemes • No blame culture • Mentoring

NHS Education for Scotland Purpose of statement Offers principles and guidance to support the provision of supervision for all AHPs and AHP Health Care Support Workers working across health and social care in Scotland: in the NHS; Local Authority and Health & Social Care Partnerships

NHS Education for Scotland Clinical / Professional Managerial Operational Practice Mainly relates to Mainly relates to scope of Mainly focusses Mainly focusses the care, support practice, on ensuring on staff and treatment professional competent, engagement provided to development, accountable with people who use identity and performance organisational our services professional function issues Often linked together and referred Often linked together and referred to as Line Management to as Practice or Clinical supervision Support (restorative) Learning (formative) Accountability (normative) Functions of Proctor’s Model

NHS Education for Scotland Four components of support and supervision

NHS Education for Scotland Supervision is… Supervision is not… Supports development of knowledge, skills, values Psychotherapy, therapy or counselling (although it can • • and practice within a role or area be therapeutic) Benefits people who use the services, their families An opportunity to ‘police’ staff and check up on their • • and carers actions Promotes staff wellbeing by provision of support Dictated by hierarchical relationships and positions • • Provides a safe place for professional development, An opportunity for performance management or • • growth and accountability using appropriate assessment - although effective and supportive questioning, challenge, affirmation and structured supervision may identify that a practitioner is having reflection difficulties, enabling the supervisor to provide early support to prevent a small problem becoming a big Leads the individual to identify their own solutions problem • Supports challenging and complex situations Controlled by the supervisor and / or manager • • Supports reflective practice and clinical reasoning A place for blame, gossiping or moaning • • A place for judgement on practice •

NHS Education for Scotland Benefits For the individual and team : For the service user: For the organisation: • Increased morale • More efficiency • Increased team morale • Increased confidence • Increased confidence • Less staff sickness through a • Better communication in clinician reduction in stress • Better team working • Increased quality of care • Decreased complaints • Job satisfaction • Better patient experience Working more effectively to • • Improved scope of practice • Less complaints reduce costs, increase • Improved relationships patient care and reducing • Better standardisation mistakes • Improved staff sickness rates • Consistency across teams • Improved learning

NHS Education for Scotland National AHP survey

NHS Education for Scotland What does the data tell us about GGC? 33% No 33% No process process 87% 85% ‘ ‘good good’ ’ 87% 85% 26% No time 26% No time receiving supervision receiving supervision 16% No 16% No supervision provided supervision provided supervisor supervisor 77% 77% 57% hadn 57% hadn’ ’t been t been asked asked supported to 60% supported to 60% 22% Not required 22% Not required provide providing provide providing 7% No time 7% No time ‘good good’ ’ supervision ‘ supervision 7% No 7% No confidence confidence supervision supervision

NHS Education for Scotland Barriers

NHS Education for Scotland Perceived or real barrier….…

NHS Education for Scotland

NHS Education for Scotland Current resources to support your practice

NHS Education for Scotland Planned resources to support your practice

NHS Education for Scotland

Chart 1 Chart 1 Chart 1 Chart 1

Chart 1: Chart 1: Staff Chart 1: Chart 1: participating in supervision (PM)

Chart 2 Chart 2 Chart 2 Chart 2

Chart 2: Chart 2: Chart 2: Chart 2: Patient activity (BM)

Self reported monthly average wellbeing score from February to June 2019 7.1 Wellbeing score (OM) 3.4

Words to describe supervision….