Principles of clinical supervision

Principles of clinical supervision

Introduction

Clinical supervision refers to the interventions provided by a senior member of a profession to a junior member to achieve different objectives. These objectives include enhancing the professional functioning of the junior members, monitoring the quality of professional services the juniors provide to the clients, and acting as the gatekeeper for those willing and have a passion for entering a particular profession (Glickman, Gordon, and Ross-Gordon, 2014). Different clinical supervision principles need to be put in place to ensure that supervision becomes a success. This paper seeks to address the most appealing principles to the teachers and the ones to be emphasized during the phase-in clinical supervision in a school district where the clinical supervision was being introduced.

The most appealing principles of clinical supervision for the teachers

Different principles of clinical supervision are of great importance, but the following are the most attractive to the teachers in a school district where the clinical supervision was being introduced. The first one is setting a time frame for clinical supervision. Time is a significant factor in any given form of supervision (Glickman, Gordon, and Ross-Gordon, 2014). By creating a time frame, the objectives can be outlined and achieved within the fixed period. Ensuring confidentiality is also another fundamental principle that may be appealing to the teacher. It involves sharing personal information without allowing it to be heard by other unauthorized individuals. Teachers, therefore, gain confidence in their work.  Direct observation methods are also one of the basic principles in supervising teachers. Through direct touch, it is easy to assess how the teachers perform their duties an address any issues if they exist.

The principles to emphasize during the phase-in clinical supervision

Direct observation is still one of the principles to consider during the initial implementation of clinical supervision in the school. By so doing, it will help in assessing how effective the method is to the teachers. Enhancing cultural competence is also one of the principles that should be considered in the implementation process. Ensuring and managing cultural diversity in the school can help supervisors to come up with the best ways of ensuring that the implementation of the clinical supervision becomes a success (Glickman, Gordon, and Ross-Gordon, 2014). It is, therefore, clear that emphasizing the two principles can ensure the success of the clinical supervision in the school.

In conclusion, it is evident that clinical supervision is an essential aspect of any profession. Supervisors should, therefore, put in mind various principles of clinical supervision when introducing the idea to juniors to enhance its success.

Example Case note

A patient is 33 years of age. She is single and female. The patient needs total care since she has a spinal cord injury. The patient stays with 50-year old-mother, 55-year-old father, a sister who is 29 years of age. They have pets; one dog as well as two cats. The primary caregivers are the parents, and they also have a joint guardianship. Her secondary guardian or caregiver is her aunt. The sister to the patient is a teacher who works in the summer months. The patient, as well as her mom, reveals that the sister to the patient is never reliable; however, she assists the patient in particular care. The patient’s mother is a nurse by profession and works in shifts. She goes home late between 11:30-3:30, and she works overtime also. The patient’s dad is an accountant who works from Monday to Friday; he leaves home at 6.00 a.m and goes home back at 5.30 p.m. every day.

Further, the dad goes out in the evening for social activities.  The patient transferals with stand-pivot with someone have to assist. Non-ambulatory use electric w/c, which allows the patients to operate by herself to move quickly from one place to another. The patient requires to be wheeled through the use of a manual wheelchair. The patient is a worker who goes for work in a fulltime as well as a part-time in the evenings. Regular work hours are from Monday to Friday every day from 8.00a to 4.00p her actuals hours are varying due to extra overtime, work schedules as well as mandatory classes for her advancements in her profession. The patient possesses a personal w/c lift van meant for a medical appointment, work as well as group transportation. The patient is thus aware that her means of transport is not accrued to medical tasks, and besides, it is not part of the care plan. Therefore, the attendant is never allowed to transport. In line with that, the patient pays individuals who drive the van by herself. The patient requires fulltime attention; thus she will always the attendant at her close proximity at all times. The attendant assists the client with almost everything, including removal of coat, toileting, and feeding her and other several activities. The patient attends hospital in the duration of three months for the changes of the Baclofen pump. The parents to the patient pick up her medication administration. The client requires to be assisted to be fed.

The bathroom of the patient is fitted with w/c accessible with a roll-in shower. The client can only be able to operate a landline that is situated in her bedroom. The client can be able to push button in an attempt to dial out by us of the speakerphone. She as well requires to be assisted in using her cellphone. House is at the same level; thereby, the patient can move freely within the compound using power w/c to go out to the front door using small ramp incline to move in and out. She requires help to open the door. The other assistance the client needs is the operation of the washer microwave, dryer, and electric stove. The patient handles her funds using the PC. The client is capable of pushing keyboard buttons. Parents help her when required. During non-service hours, the parent continually assists in shopping major grocery, cath care as well as bowel regime, meals, and laundry.

Further, her parents assist in every other night’s activities towards the client. The patient’s parent has to turn her as well as position her and attend her for toileting in around three times a night. The members of the family possess the key to the house. The attendant offers complete care, which includes bathing, dressing as well as undressing, feeding and medications, catheterization and bowel regime activities involved, minor groceries, household chores, and personal laundry. The patient is, therefore, wholly dependent on caregivers and family members.

Reference

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2016). Supervision and Instructional Leadership. A Developmental Approach (9th ed.). New Jersey: Pearson Education, Inc.