Supervision – A Discourse Analysis 2012 Margaret Spencer.

Slides:

Advertisements

Similar presentations

ESCalate ITE Conference - May 2009 Reflection on Peer Reflection Reflecting on practice to enhance student learning Lawry Price Roehampton University.

Advertisements

Creative Writing for Personal and Professional Development Celia Hunt University of Sussex

Measuring Ability Through a Varied Assessment Menu LYN WESTCOTT ASSOCIATE PROFESSOR & ACADEMIC LEAD OCCUPATIONAL THERAPY.

Making best use of supervision Craven & Bradford Cruse October

Students’ experience of the process of practice assessment; a multi-professional case study from Social work, Midwifery and Emergency Care. Tracey Proctor-Childs;

Using e-learning to enhance personal and professional development: how reflective blogs can illustrate transformational learning.

ASSESSMENT OF PRACTICE and the use of Portfolios Proficiency in Practice IPL study day 28 th February 2007 Margaret Fisher.

Welcome The challenges of integrating service user and carer experiences into the Health and Social Care curriculum Reflections on an Open University.

Supervision and Learning Styles Outline of morning session: Cover the process of supervision in relation to learning styles Supervision scenarios Feedback.

QUALITY ASSURANCE AND PROFESSIONAL PEER SUPERVISION ADSHE Professional Peer Development Day 22 nd September 2013 Shirley Dow, Janet Skinner, Julia Tait.

Introduction to Telephone Group Clinical Supervision A Teleconference by John Driscoll for the Foundation of Nursing Studies 24 th January 2008 (19.00.

Cognitive Behavioural Psychotherapy Practitioner Accreditation Provisional Accreditation Full Accreditation Re-Accreditation.

Reflecting in a complex world: developing a repertoire of reflective enquiry models to work with complexity encountered in the professional world Julie-Ann.

Balancing clinical supervision and everyday workloads Fiona Blades 2013.

Trial and Error Structuring Learning and Assessment on Blackboard Kate Sapin Programme Director Community and Youth Work Studies.

 Learning Objectives  Supervision Theory  Tools for Supervising  Ah-ha Supervision moments  Small group discussion  Q & A.

Nursing & Midwifery Workload and Workforce Planning

THE IMPORTANCE OF COMMUNICATION IN DEVELOPING THE SUPERVISORY RELATIONSHIP Sue Fitzpatrick.

1 2 Reaping the benefits of work-based learning: supporting psychology students to make the most of WBL opportunities Jim Adams, Catherine Coulson, Pauline.

LECTURER OF THE 2010 FIRST-YEAR STUDENT: How can the lecturer help? February 2010.

Adventure Therapy and Supervision – Fighting Burnout – Emotional First Aid for Practitioners Part C Dr. Stephan Natynczuk And Dr. Elspeth Schwenk.

Peer Support Project. Innovations Day Keele University 3 July 2009 Presenters: Kim Sargeant and Pauline Walsh Project Team: Julie Green, Cath Hill, Kim.

Reflective Practice in Nursing & Cultural Competency Education Yolanda Ogbolu, PhD, CRNP-Neonatal Assistant Professor & Deputy Director Office of Global.

Field Supervision in Social Work NKU Field Supervisor Training by Rachael Winters MSW, LISW.

Kath Power. Aims and Objectives Aims To explore my experience of working as an OT in a none traditional setting Objectives Give history of how I am where.

Mentorship Preparation Programme Week 6 Clinical Assessment processes Queen’s University Belfast Open University University of Ulster.

Raising your game – improving your subject area Raising your game The Improvement Loop Peter Richards.

Reflection & Learning. Why Reflect “… people might want - or need – reflection because they seek interest, inspiration, cultural breadth, critical analysis.

Professional Supervision Daniel Tunbridge Catherine Court Essex Educational Psychology Service.

Educational Template Chapter 3 eHealth a Global Priority Pamela Hussey and Margaret Ann Kennedy Chapter 3 eHealth Global Priority.

Group work – why do it? Rachel Horn – Civil & Structural Engineering.

Joint HEI-Mentor Update-Sept Supporting Learning and Assessment in Practice Edge Hill University Liverpool John Moores University University of.

Professionally Speaking : Qualitative Research and the Professions. Using action research to gauge the quality of feedback given to student teachers while.

A Pilot Practice Placement Opportunity Elaine Stewart Practice Placement Co-ordinator The Robert Gordon University.

Occupational Therapy Practice Development Meeting (PDM): Occupational Formulation 29 th November 2013.

Lynne Wigens & Rachel Heathershaw, Mentorship and Clinical Supervision Skills in Health Care 2/e Nursing and Health Care Practice Series © Cengage Learning.

Workshop 1: Introduction to the portfolio

Exploring Reflective Statements: what mid-career professionals choose to reveal about their learning and its effects Eileen Carnell and Anne Gold Institute.

Practice Education Facilitators. Quality Standards for Practice Placements (NES 2003)

Cancer Education Programme Ann McLinton Practice Development Facilitator Beatson Oncology Centre.

Orientation to the Role of Field Instructor School of Social Welfare UC Berkeley Greg Merrill, LCSW.

Cambridge Pre-U Getting Started In-service Training Liberating learning Developing successful students.

Joint HEI Mentor Update Supporting Learning and Assessment in Practice Edge Hill University Liverpool John Moores University University of Liverpool.

Personal Professional Development and Vocational Practice Professional Development Log BTEC Care Year Two.

Portfolios and profiles: what is the difference? Dr. Lesley Moore.

Occupational therapist & occupational therapy assistant Roles and Responsibilities.

Interprofessional Learning Clinical Placement Toolkit Module: Preparation What is our action plan and what support is available? “Building and sustaining.

Clinical Supervision Louise Brady Clinical & Strategic Development Lead Practice Nursing NHS Manchester CCG’s Clinical supervision should not look like.

Beating the Collaboration Blues – the Story of Two Community Mental Health Teams Funded by: Health Canada and AB Health & Wellness March 4, 2011, Saskatoon.

WHAT DO OUR SUPERVISORS AND SUPERVISEES DESERVE NOW? Issues arising from 4 years as a travelling supervision trainer in Australia.

Supervision in career counselling

Subject specialist teaching

“PRACTICE BASED ASSESSMENTS” An update for 2017/18

OTnews March 2017 pp36-38.

PeArLS (Personally Arranged Learning Session)

Unit 24 – Counselling Skills in Health and Social Care

Mamood Gousy Lorna Main Alice Neave

Supervision and creating culture of reflective practice

Students’ Reflections PAL Leaders’ Reflections Educators’ Reflections

Preceptorship for newly qualified practitioners: How does it help?

Balancing Administrative & Clinical Supervision

Jodie Billings, University Hospitals of Leicester NHS Trust

Supervisor role and responsibilities

Professional Tutor Conference 20th September 2018

A rollercoaster ride through multiple

PEC Day 2 Session 1 – Patchwork.

NES N&M Practice Educator

Features of effective supervision

Catherine Beswick University of Nottingham April 2019

Presentation transcript:

Supervision – A Discourse Analysis 2012 Margaret Spencer

Aims of the session Briefly identify what discourse analysis is Explore and analyse the process of supervision Critically analyse the written aspect of supervision Identify any changes to the assessment form that would enhance your role as an educator in the written aspect of supervision

My experiences of supervision

Discourse Analysis 'Analysis and deconstruction of dominant 'common -sense' views (discourses) of how the world/everyday life is' 'To cast a critical eye over 'how things are' and 'how things might be'

Key Elements of Supervision Supportive, developmental, non- judgemental Led by student where possible Opportunity for student to reflect and evaluate and share experiences Continuing process Educator to offer balance of support and challenge

Written record of supervision 1.Reflection, feedback, dialogue 2.Review of achievements 3.Revision of learning contract 4.Exploration of practice issues at deeper level

Exercise In groups of 5 Discuss in term of feedback what you find useful about the form How you would improve it to give better feedback

Exercise Continuing in your groups of 5 Identify the top 3 useful aspects of the form Identify 3 changes you would like to see 'how things could be' to improve your feedback to the student

Aims of the day Briefly identify what discourse analysis is Explore and analyse the process of supervision Critically analyse the written aspect of supervision Identify any changes to the assessment form that would enhance your role as an educator in the written aspect of supervision

Margaret Spencer

References Bernard, J,M.(2005) 'Tracing the developments of supervision' The Clinical Supervisor ' 241, Ferguson,K. (2005) 'Professional Supervision In M.Rose and D.Best (eds) Transforming Practice Through Clinical Edn, Professional Supervision and Mentoring. Edingburgh||:Elsevier Churchill and Livingstone. Fisher, A Savin- Baden, M (2002) Modernising Fieldwork Part 1: realising the Potential British Journal of Occupational Therapy 65 (5) Healey, J and Spencer, M. (2008) Surviving your placement in Health and Social Care. A student handbook McGraw and Hill Higgs, J. Tichen, A. (2001) Rethinking the Practice-Knowledge Interface in an uncertain World: A Model for Practice Development. British Journal of Occupational 59(11)

Hobson, S. et al (2001) Fieldwork Education Occupational Therapy News April (17) Sweeney, G. Webley, P and Treacher, A (2001) Supervision in Occupational Therapy, Part dilemma British Journal of Occupational Therapy 564 (12; The supervisee’s 1) ( ) Sweeney, G. Webley, P and Treacher, A (2001) Supervision in Occupational Therapy, Part 3: Accommodating the Supervisor and the Supervisee British Journal of Occupational Therapy 564 (11) Whitcombe, S. (2001) Using Learning contracts in fieldwork education, the views of O.T. Students and those responsible for their supervision. British Journal of Occupational Therapy 64 (11)