NHS FORTH VALLEY
Clinical Supervision Policy for Nursing, Midwifery
and Allied Health Professionals
Date of first issue
06/10/2012
Approved
06/10/2012
Version
Version 2
Current issue
26/08/2013
Review date
26/08/2015
EQIA
15/05/2012
Author/Contact
Chris Beech Nurse Consultant – Older Peoples’
Services/Eileen Sharp – AHP Practice Education Lead
Group Committee, Final
approval
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Clinical Supervision Policy for Nursing,
Midwifery and Allied Health Professionals
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August 2009
Contributing Authors
Chris Beech, Eileen Sharp, Anne Cook, Sandra
Campbell, May Fallon, Sarah Murdoch, Claire Lamza,
Robyn MacLeod, Allison Ramsay, Viccy Chisholm, Helen
Gray, Fiona Grant, Therese McGoldrick
Consultation Process
Circulated to Senior Nurse Group, AHP strategic lead,
General Managers, Head of Clinical Governance
Distribution Section
NHS FV Intranet, internet, senior charge nurses, General
Managers, Department of Nursing Stirling University,
Director of Nursing, AHP strategic lead
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Change Record
20/4/10 Development of draft 1 of policy by amalgamating
other health board policies, for discussion at policy group
meeting on 18th may 2010.
14/6/10 Amendments made following group meeting, draft
1.1 now most up to date
30/9/10 small working group made amendments – now
version 1.3
08/03/11 changes made to policy following meeting now
version1.5
23/06/11 changes made to policy following meeting –
now version 1.6
11/08/11 changes made to policy following meeting – now
version 1.7.
19/10/11 Version 1.9 – final version for consultation
13th February 2012 – version 2 - changes made following
consultation
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Table of Contents
1. Introduction
5
2. Definition
5
3. Aims and objectives
5
4. Clinical supervision is
6
5. Drivers
7
6. The Clinical Supervision process
8
7. Education and training
11
8. Audit and Evaluation
13
Appendices
17
References
21
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1. Introduction
NHS Forth Valley is committed to the development and regular use of Clinical
Supervision, reflective review, to help staff deliver safe, effective patient care
to the highest standards. These activities also contribute strongly to
enhancing a learning organisation. This in turn has many positive benefits for
recruitment, retention, and governance.
Supervision has three components: management, professional and Clinical.
This policy concentrates on Clinical Supervision only. For Allied Health
Professionals the model of Supervision will contain all three areas and this is
outlined in further detail in Appendix 1.
2. Definition
There are probably as many different definitions of Clinical Supervision as
there are models, however ever since the National Health Services
Management Executive (NHSME) issued the following definition in 1993 it has
been recognised that Clinical Supervision is
“A collaborative process between two or more practitioners of the same or
different professions. This process should encourage the development of
professional skills and enhanced quality of patient care through the
implementation of an evidence-based approach to maintain standards in
practice. These standards are maintained through discussion around specific
patient incidents or interventions using elements of reflection to inform
discussion.”
Clinical Supervision is part of the Clinical Governance framework. It should be
included within working practices and not considered as an “add on”. It is
integral to delivering a quality service and should be embraced by the
practitioner to enhance professional practice.
3. Aims
This policy has the aim of ensuring that all nursing, midwifery and allied health
professionals have access to high quality Clinical Supervision that supports
delivery of safe and effective patient care. This will be achieved by supporting
the development of effective and sustainable Clinical Supervision structures
and continuing to support existing good practice in Clinical Supervision.
3.1 Objectives

To outline a consistent approach to Clinical Supervision throughout
the organisation

To identify training needs and standardise training provision

To support staff throughout the organisation by ensuring that
Clinical Supervision is integral to life-long learning for all nurses,
midwives and allied health professionals

To provide guiding principles to support services and staff

To identify appropriate supporting documentation

Adhere to the principles/Codes of conduct of professional bodies

Review the Clinical Supervision structure and function on an annual
basis
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
Enable NHS Forth Valley to meet the requirements within the
national and local policies identified below in section 5.
3.2 Scope
Clinical Supervision encompasses action learning, reflection, case review and
peer review. NHS Forth Valley have introduced a formal project to work
towards the goal of all registered and unregistered nurses midwives and Allied
Health Professionals (AHPs) having access to high quality Clinical
Supervision. This goal will be achieved in incremental phases.
Whilst the value of informal supervision is recognised, this policy focuses on a
formal, structured process of Clinical Supervision. This approach is based
upon the premise that dedicated time for shared reflection on practice within
Clinical Supervision supports:




Safe and effective delivery of patient care
Service development
Professional and personal development
A culture of openness and continuous quality improvement
This document should be read alongside relevant professional guidance.
4. Clinical Supervision is
Participants describe events/ experiences from work which are pertinent to
them e.g. discussing a case. They then reflect on their experiences and
explore alternative approaches to similar situations should they arise again,
and then discuss what they have learnt and how they will apply this
knowledge in practice.
The purpose of supervision is to:
 Provide professional support
 Develop the supervisees’ clinical and work management competencies
 Reduce clinical risk.
Subjects for discussion within Clinical Supervision may therefore include:
 Clinical case
 Organisational/management issues
 Personal development
 Professional development plan (and eKSF)
 Communication issues – interpersonal/interprofessional
 Decision-making and problem solving.
It is facilitated and supported by a trained supervisor who listens, inspires,
challenges, is a role model, and supports growth and development of the
individual or group.
4.1 Clinical Supervision is not
 Caseload supervision
 Line management
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
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Performance management. It is expected that the line manager and
supervisor roles will be separate. However there are occasions where
this may not be feasible and in this instance a clear distinction should
be made between the business part of the meeting and professional
supervision.
Formal teaching or in-service session
Gripe session
Personal counselling
Primarily related to administration issues
Coaching/mentoring – for information on these topics please see NHS
Forth Valley policy on coaching (Coaching information)
5. What are the drivers?
The main national guidance documents regarding Clinical Supervision
policies are listed below:
5.1 National
 Rights, Relationships and Recovery: The Report of the National
Review of Mental Health Nursing in Scotland (2006), this was
updated in 2010 by Rights, Relationships and Recovery: Refreshed.
Action 12 within this document requires that all mental health nurses
undertake regular Clinical Supervision held as a minimum every 6
weeks for at least one hour.
 Clinical Governance and Risk Management: Achieving safe,
effective, patient-focused care and services (Standard 3) published
in 2005 asks NHS Board to demonstrate that there are policies and
standards on Clinical Supervision for each professional group.
 Nursing and Midwifery Council (NMC 2008) state that “Clinical
Supervision should be available to registered nurses throughout their
career”. This they suggest enables constant evaluation and
improvement of the contribution to care.
 The Healthcare Quality Strategy for NHSScotland (2010) suggests
that staff have a vision of high quality healthcare services; there is a
need to capture and sustain the enthusiasm and commitment. It is
important to balance the drive with the support and development for
staff to feel engaged, valued and empowered in driving quality
 Delivering Care, Enabling Health (2006) suggests that Clinical
Supervision is particularly important in developing the workforce.
Clinical Supervision is sufficiently flexible to allow delivery through a
variety of means to underpin different approaches to supporting
practitioners.
 Building on success: Future Directions for the Allied Health
Professions in Scotland (2002) states that “It is essential that Allied
Health Professionals build strong foundations of learning for staff of all
grades, beginning with induction and clear role expectations through to
in-service training opportunities and structured supervision and
appraisal system”.
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5.2 Local
 A principle of the NHS Forth Valley Education and Training Strategy
(2009) is to support Clinical/Professional Supervision and reflective
practice as a recognised learning activity. This is reflected in both the
local Nursing and AHP Education and Training strategies which
identifies that all staff, both registered and unregistered, are to have
access to supervision and coaching to supplement formal learning and
that taking time to reflect is acknowledged as good practice.
 Participation in Clinical Supervision underpins the principles of clinical
governance and can assist supervisees in meeting the post registration
education and development requirements of the Knowledge and Skills
framework, particularly core dimensions 1 and 2.
6. The Clinical Supervision Process
6.1 Confidentiality
Aspects and boundaries of confidentiality must be discussed and agreed
between the supervisor and supervisee prior to commencement of Clinical
Supervision in the form of a written agreement or contract.



Unconditional confidentiality cannot be agreed and there may be
circumstances when a confidence must be passed on to a 3rd party.
If the supervisor believes that they are bound by ethical duty +/or
professional code of conduct to report a situation but the supervisee
declines, they should advise the supervisee that they intend to do so
including what will be shared, with whom and why this is thought to be
necessary
Patient/clients names, staff names and details must be anonymised in
Clinical Supervision documentation; similar care must also be
exercised regarding references to colleagues
6.2 Contract setting
It is the responsibility of the supervisor to ensure that a supervision contract is
established at the start of any supervisory relationship, making the boundaries
and parameters of the relationship explicit. The supervision relationship
should be founded on the principles of trust, consistency and mutual
professional respect. The supervisory relationship will be formally constituted
and ground rules must be negotiated and established as part of the
supervision contract. The contractual agreement will include
 Frequency of sessions
 Timing of sessions
 Location
 Confidentiality
 Professional Accountability
 Rights and responsibilities of roles within Clinical Supervision
(supervisor, supervisee, facilitator and participant)
 Discussion of understanding of the aims of Clinical Supervision
including any areas of concern
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

Agreement about where appropriate guidance can be obtained if it is
felt that inappropriate topics are being discussed
Agreement of circumstances and steps for reviewing the supervisory
process and contract at a minimum of 2 yearly.
6.2.1 For one-to-one Supervision - A copy of the contract is written out and
signed off by the supervisor, supervisee and the supervisee’s line manager,
placing a copy in the personal file of the supervisee.
6.2.2 For peer Supervision – A copy of the contract will be signed by the line
manager and kept in the supervisee’s personal file. The line manager will
agree that peer supervision is appropriate.
6.3 Choosing a supervisor
A database of experienced supervisors will be available to enable new
supervisors to identify resources, or those wishing supervision outwith their
discipline to have available contacts where there is not already an established
process for allocation of a clinical supervisor.
 The choice of supervisor will be made through negotiation and mutual
agreement between the individual, his/her manager and the proposed
supervisor.
 The choice of supervisor will be based upon appropriate skills,
knowledge, expertise and accessibility
 There can be an element of choice on the part of the supervisee in
selecting an appropriate supervisor but it is acknowledged that this might
not always be possible and choice of supervisor should be negotiated
between the supervisee, line manager and potential supervisor (whether
within or outwith own discipline.)
 In peer group supervision, there should be an identified chairperson or
facilitator who fulfils the role and responsibilities of supervisor as
described in this document.
 Professionals from a different discipline may provide elements of Clinical
Supervision, in addition to supervision arrangements for addressing
issues specific to the supervisee’s own discipline
 The ratio of supervisees to supervisor can be adjusted according to the
experience and/or circumstances of the supervisor but the supervisor will
be mindful of other commitments.
 It is recommended that in most circumstances line managers do not
provide supervision for staff who report directly to them
6.4 Roles and responsibilities
6.4.1 Line Manager
 Provide appropriate level of time for staff to attend supervision
 Agree the contract with the supervisee and supervisor
 Negotiate choice of supervisor between the supervisee, line manager
and potential supervisor (whether within or outwith own
discipline/speciality.)
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6.4.2 Supervisee
 To be clear and honest in seeking support
 Being open to challenge
 To reflect, think through and explore options
 Assume the initiative in negotiating the agenda for Clinical Supervision
sessions
 Receive structured facilitation of your reflection on practice within Clinical
Supervision sessions
 To be responsible for own learning and active in the pursuit of own
development
 To inform supervisor if plans cannot be implemented
 Ensure supervision sessions, especially outcomes and agreed actions
are adequately and clearly recorded
6.4.3 Supervisor
 To promote best interests of the person being supported and to
acknowledge the experience and contribution of the individual being
supported
 To meet legal, ethical and professional standards
 To seek and use guidance and knowledge when appropriate
 Provide a safe supportive and focused space for the supervisee to reflect
on issues
 Help supervisee explore and clarify own thinking, feelings and beliefs
and encourage reflective practice
 Have and make use of their own supervision and support networks
 Undertake training in Clinical Supervision skills (section 7)
 Be aware of the organisational contracts under which the supervisee
operates
 Model good professional behaviour and boundaries
 Have access to appropriate training and support
6.4.4 Joint responsibilities
Make the process work by: Sticking punctually to appointments and use time effectively
 Acting in anti-discriminatory manner
 Coming prepared for the session and actively listen and participate
 Being allowed to have own opinions, to disagree, to learn from mistakes,
to be unsure or not to know
 Giving and accepting constructive feedback
 Having agreed how communication difficulties will be raised and
addressed
 Regularly reviewing plans
 Protecting time for Clinical Supervision sessions: support to be released
from clinical responsibilities in order to attend without unreasonable
interruption
 Prioritising the safety and well-being of patients above confidentiality
 Completion of a Clinical Supervision contract
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6.5. Supervision for senior staff and extended scope practitioners
Practitioners working at a senior level and in an extended scope capacity may
require to source supervision from an appropriately skilled and experienced
supervisor.
6.6 Documentation
Clinical Supervision is a formal process and documentation has to be kept for
audit purposes. Supervisees are required to maintain minimum
documentation of Clinical Supervision and submit these for audit purposes as
required by the organisation.
The minimum documentation required is:
A supervision contract (Appendix 2)
A Session Attendance Record (Appendix 3)
A record of Clinical Supervision sessions (Appendix 4)
Agreement on note taking should be formed between Supervisor and
Supervisee.
Templates to record the above are in the appendices.
Supervisees may wish to keep a record of their Clinical Supervision by
maintaining a reflective diary or supplementing their personal portfolio.
Supervisees should take responsibility for such records, which are private and
confidential. (Section 8)
7. Education and Training
In order to implement this policy on Clinical Supervision successfully, it will be
necessary for NHS Forth Valley to ensure appropriate education is available
to the relevant staff. Anyone undertaking the role of supervisor must
understand the governance issues in Clinical Supervision (RCN 2002).
The education framework will reflect the policy in addressing how staff will be
trained to undertake supervision. Staff who will provide Clinical Supervision
should be appropriately trained and competent to do so (Ooijen 2003). Staff
who wish to provide Clinical Supervision should meet certain “pre- requisites”
or criteria
 Educated to degree level or equivalent
 band 6 and above (senior band 5 staff with relevant
experience )
 previous experience in either teaching or facilitating
groups desirable
 Have developed own self awareness in relation to
their Personal Development Plan and Knowledge and
Skills Framework
 Be able to facilitate reflection of difficult material
 have attended relevant training
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Training will consist of a two day programme that encompasses the
theoretical background and application of Clinical Supervision. This training
will initially be provided by external facilitators. The programme will
incorporate the principles of the models outlined in the policy:




one to one
group
peer group
team
The training programme will include audit and evaluation, facilitation skills and
will be compatible with the organisational needs. (Lynch and Happell 2008)
The education will also ensure potential supervisors are aware of the ethical
implications, consent and boundary setting (Bernard and Goodyear 2009)
advocating a focus on developing the supervisory relationship. An overview
of the responsibilities of the supervisor will be an essential part of the training
(RCN 2000). This will include a minimum of providing four supervision
sessions per year to maintain competence. The programme will meet the
following learning outcomes:
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
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Define the purpose of Clinical Supervision;
Differentiate between the variety of Clinical Supervision needs;
Choose and apply the most appropriate model of Clinical Supervision
for practice settings;
Identify and apply the principles of giving and receiving effective
feedback;
Develop an action plan to enable you to implement the NHS Forth
Valley Clinical Supervision Framework within teams.
Less experienced supervisors may work with a more experienced supervisor
who will facilitate the appropriate skills and experience.
In accordance with NMC recommendations (2009) a flexible approach to
training of supervisors should be maintained to allow for the programme to be
adapted according to individual needs of those attending the training.
It is envisaged that senior members of the supervisors group would adopt a
train the trainers approach to develop more supervisors in the coming years
as per action plan. Less experienced supervisors will work alongside
experienced supervisors
Peer support for the supervisors is recommended with access to regular
debriefing if required. All those undertaking the supervisor training will do so in
agreement with their managers as part of their Personal Development
Plan(PDP). The role of supervisor will be included in their Knowledge and
Skills Framework (KSF) outline. A database of supervisors and training
undertaken will be held.
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7.1 Delivery Models
Reflection and Supervision
Clinical Supervision is a formalised, focused activity undertaken between
supervisor and supervisee. It may be undertaken utilising a variety of models
some of which are listed below. Staff should identify the most appropriate
Clinical Supervision model for their needs. Clinical Supervision does not
always have to be face to face, staff should consider the use of technology
such as telephone, videolink etc.
 One to one (1:1): Between a supervisor and supervisee. The
supervisor may be equally or more experienced/knowledgeable
than the supervisee. This is the most common model of Clinical
Supervision. Some sources suggest that this offers the greatest
potential for professional growth (Gilmore 1999).

Group: More than one supervisee receives Clinical Supervision
from one Clinical supervisor. The group may be multi-disciplinary
and is appropriate where the group share similar Clinical
Supervision needs. Groups should contain no more than 6 people.

Peer Group: All participants offer mutual support through sharing,
rather than receiving Clinical Supervision from a single supervisor.
The role of supervisor may be rotational. This model is usually more
suited to experienced staff. The group may be multi-disciplinary.

Team: All staff within a team receives Clinical Supervision together
from one supervisor, this may be multi-disciplinary.

Network: A network of peer Clinical Supervision arrangements, with
the group involved periodically coming together for a collective,
facilitated Clinical Supervision session. Staff working in relative
isolation might find this approach most helpful
All of the models can be supplemented by telephone or e-mail contact
between sessions as agreed between supervisor and supervisee.
8. Audit and Evaluation
Evaluation of clinical supervision is needed to assess how it influences care,
practice standards and the service.
The NHS Forth Valley Clinical Supervision policy recognises the importance
of confidentiality in the relationship between a supervisor and supervisee and
yet, it is equally important that the process is effective. By using some
evaluation techniques, practitioners and managers can assess the utility and
usefulness of clinical supervision and its impact on the workforce.
At a minimum, Clinical Supervision will be formally monitored by at least one
of the following ways:
 Through the annual Personal Development Planning (PDP) and review
interview which will record the number (but not the content) and dates
of supervision sessions given / received in the preceding year.
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
Using annual audit by the organisation of clinical supervision systems
for both frequency and effectiveness. This audit may include the use of
questionnaires and interviews to demonstrate impact in practice.
Although the specific content of a supervision session will remain private, the
following points should be discussed and supporting evidence gathered, at
regular intervals. This can then be added to the PDP:
 How has clinical practice improved
 Is working practice effectively challenged
 Has there been planned learning
 How has the supervision contributed to clinical development
 Is there increased awareness of new areas of professional knowledge
 Has there been reflection on strengths/weaknesses
 Has the process assisted in managing stress at work
 Does clinical supervision improve self confidence
 Has team working improved
Managers can audit practitioners PDP’s to determine whether the process of
clinical supervision is effective. Information gathered from clinical supervision
contracts (Appendix 2) and clinical supervision logs (Appendix 3) may
produce evidence on the types of models being used, helpful support
materials that have been used, frequency and duration of meetings, and
reasons for cancellation of meetings. Using data from the above areas can
assess if the supervision process is working well.
Supervisors, managers and organisation-wide departments such as Clinical
Effectiveness, Organisational Development (OD) and Human Resources may
consider the use of formal validated assessments to evaluate clinical
supervision. There are a range of these, some that are field-specific to
nursing, others that are specific to AHP. Some examples of frequently used
questionnaires are:
 Manchester Clinical Supervision Scale (Copyright of Osman Consulting
2000)
 General Health Questionnaire (Goldberg & Williams 1988)
 Maslach Burnout Inventory (Maslach & Jackson 1986)
Specifically, NHS Forth Valley’s Quality Improvement department may audit
the following processes to evaluate the impact of clinical supervision:
 If individuals engage with supervision/reflective review of some kind
 Is the activity is regular
 That it is sustainable
 That it is recorded formally, where appropriate
 If it plays a part in personal and professional/work development
 That it has a positive impact on quality of working, including patient
care where applicable
 Does it create a positive experience for growth
 That it leads to the identification and delivery of actions
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This will be done by interviewing a representative sample of relevant staff and
checking the frequency, quality and effectiveness of these practices against
an agreed framework. Audits would verify that :
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individuals engage with supervision/reflective review of some kind
the activity is regular
it is sustainable
it is recorded formally, where appropriate
it plays a part in personal and professional/work development
it has a positive impact on quality of working, including patient care
where applicable
it is a positive experience for growth
it leads to the identification and delivery of actions
For other NHS Forth Valley’s department such as Human Resources,
Complaints and Risk, audits on the following area could evidence the wider
impact of clinical supervision
 rates of sickness and absence
 staff satisfaction scales
 numbers of patient complaints
 retention and recruitment of staff
 critical incident reviews
The LearnPro system can be used to log all details of clinical supervision,
including the dates of sessions and key action points from the sessions. OD
may also consider evaluating supervision using educational audits. This may
include live supervision on video or audio-tape, post hoc analysis of audio or
video-tape recordings and post hoc analysis of observation notes.
All audit outcomes will be open to scrutiny and action taken to address any
emerging issues of concern.
Whilst the supervisee's right to confidentiality will be respected, NHS Forth
Valley will wish to monitor the implementation and effectiveness of Clinical
Supervision.
The Learning & Development Department will also conduct occasional
reviews to assess what additional learning support might be required
for practitioners.
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Appendix 1
Management and professional supervision
The guiding principles would facilitate discussion within three main areas of
supervision: managerial, educative and supportive.
Management Supervision may address the agendas of both supervisor and
supervisee, and has a principal focus within the managerial and educative
dimensions. Professional Supervision is led by the agenda of the supervisee
and has a principle focus within the support and educative dimensions.
The following table will help to outline the differences between the two areas.
Management
Managerial Domains include monitoring
and evaluating clinical work,
time management and
accountability for roles and
tasks linked to service
standards, operational policy
and efficient local functioning.
Educative Development of professional
competence and skills
required by the post, with
recognition of PDP, service
needs and practical issues
such as funding availability.
Support
Awareness of current
emotional stressors and effect
of local pressures on the
individual.
Practical arrangements to
ameliorate these.
Professional
Wider professional norms,
values and ethics. In-depth,
confidential reflection on clinical
practice and performance of
expected roles within the
organisation.
Exploration and reflection
towards the development of
professional identity,
understanding and future
direction. Practical guidance
where requires through
reflection on specific practice
issues.
Confidential exploration of the
interface between personal and
professional issues, staff
dynamics and management of
stress.
Hawkins and Shohet 1990
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Appendix 2
Clinical Supervision Contract/Agreement
Name of Supervisee……………… Name of Supervisor…………………......
We have both read and agreed to our rights and responsibilities as stated in
NHS Forth Valley Clinical Supervision Policy
We agree to undertake (please tick appropriate box)
1:1 supervision
Group supervision
Other
We have agreed to meet to undertake clinical supervision for…………
(duration) and this will take place every……………weeks
A record of attendance at clinical supervision sessions will be maintained, the
supervisee’s line manager may ask to see this record of attendance. The
supervisor and supervisee may agree to record action and review plans
Confidentiality
 Supervision is a confidential process with the following exceptions
- when both parties agree that an issue can be shared outside of
supervision
- If the supervisor believes that they are bound by ethical duty +/or
professional code of conduct to report a situation but the supervisee
declines, they should advise the supervisee that they intend to do so
including what will be shared, with whom and why this is thought to be
necessary
Content
 Supervision will focus on the acquisition of knowledge, clinical skills and
casework
 The supervisee is responsible for bringing material from their place of work
and any issues that arise from it
We have also agreed the following additional points/ground rules (optional)
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------This agreement will be reviewed before or on ------------------(date)
Supervisee--------------------------------------------------------- Date---------------------Supervisor--------------------------------------------------------- Date---------------------Version 2
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Appendix 3
Clinical Supervision Attendance Record
Name of supervisee
Date
Supervisor
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Type
e.g.
group
Duration Date of
next
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Comments e.g.
reason for
cancellation
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Appendix 4
Clinical Supervision Record
(Confidential between Supervisor and Supervisee)
Date of session…………………………….
Name of supervisor……………………………
Issues Discussed
Action points agreed
By whom
Supervisor………………………………………………….
Supervisee…………………………………………………
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Appendix 5
Standard Statements
The NHS FV Clinical Supervision Standard Statements
1. The NHS FV Clinical Supervision Policy and Framework document will
be available in every clinical area (hard copy and/or electronic access).
2. Every nurse and AHP, registered and unregistered, will have access to
Clinical Supervision.
3. Time allocated for Clinical Supervision will be authorised by the
supervisee’s manager.
4. The choice of supervisor will be agreed between the supervisee, the
supervisor and the supervisee’s manager.
5. All supervisors will have access to training.
6. A Supervision agreement will be established at the beginning of every
Clinical Supervision relationship, as described in the Policy &
Framework document.
7. The preparation for each session will follow the format of the
Supervision Plan.
8. A Supervision Session Summary will be completed after each session.
9. The number of sessions per supervisee per year will be no less than 6
.
10. The duration of every Clinical Supervision session will be no less than
1 hour
11. Sessions will be held in a venue that minimises the risk of nonessential interruption.
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References
BERNARD, J.M. and GOODYEAR, R.K. 2009. Fundamentals of Clinical
Supervision. USA: Merrill.
GILMORE, A.1999. Review of the United Kingdom Evaluative Literature on
Clinical Supervision in Nursing and Health Visiting. UKCC: London.
GOLDBERG, D. and WILLIAMS, P.1988. A users guide to the General Health
Questionnaire. Slough NFER: Nelson.
HAWKINS, P. and SHOHET, R.1990. Supervision in the Helping Professions.
United Kingdom: Open University Press.
LYNCH, L. and HAPPELL, B. 2008. Implementation of clinical supervision in
action: Part 3; the development of a model. International Journal of Mental
Health Nursing, 17, pp. 73-82.
NURSING MIDWIFERY COUNCIL, 2008. Clinical supervision for registered
nurses. http://www.nmc-uk.org/Nurses-and-midwives/Advice-bytopic/A/Advice/Clinical-supervision-for-registered-nurses/ (Accessed on
08.03.12).
NURSING MIDWIFERY COUNCIL, 2009. Modern Supervision in action – A
practical guide for midwives. London.
MASLACH, C. and JACKSON, S,E. 1986. Maslach Burnout Inventory:
second edition. Paolo Alto. CA consulting: Psychologist press.
NATIONAL HEALTH SERVICES MANAGEMENT, 1993. A vision for the
future: The nursing, midwifery and visiting contribution to health and
healthcare. London: Department of Health.
OOIJEN, E, V. 2003. Clinical Supervision made easy. United Kingdom:
Churchill Livingstone.
ROYAL COLLEGE OF NURSING, 2000. Realising effectiveness and clinical
governance through clinical supervision. RCN Institute in conjunction with
Basildon and Thurrock General Hospitals and Southern Hospitals Trust.
ROYAL COLLEGE OF NURSING, 2002. Clinical Supervision in the
workplace: Guidance for Occupational Health Nurses. RCN: London.
SCOTTISH EXECUTIVE HEALTH DEPARTMENT, 2002. Building on
success: Future directions for the Allied Health Professions in Scotland.
SEHD: Edinburgh.
SCOTTISH GOVERNMENT, 2006. Rights, Relationships and Recovery: The
Report of the National Review of Mental Health Nursing in Scotland. SG:
Edinburgh.
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SCOTTISH GOVERNMENT, 2010. Rights, Relationships and Recovery:
Refreshed. SG: Edinburgh.
SCOTTISH GOVERNMENT, 2005. Clinical Governance and Risk
Management: Achieving safe, effective, patient-focused care and services.
SG: Edinburgh.
SCOTTISH GOVERNMENT, 2006. Delivering Care, Enabling Health. SG:
Edinburgh.
SCOTTISH GOVERNMENT, 2010. The Healthcare Quality Strategy for
NHSScotland. SG: Edinburgh.
WINSTANLEY, J., 2000. Manchester Clinical Supervision Scale. Nursing
Standard ,14 (19), pp. 31-32.
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Publications in Alternative Formats
NHS Forth Valley is happy to consider requests for publications in other
language or formats such as large print.
To request another language for a patient, please contact 01786 434784.
For other formats contact 01324 590886,
text 07990 690605,
fax 01324 590867 or
e-mail - fv-uhb.nhsfv-alternativeformats@nhs.net
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