(15) Evidence-based Practice in Supervision...What the literature says

Abstract: This supervision presentation is provided by the Evidence-based Practice Committee. The presenters will provide a conceptual overview of supervision and what should be considered when engaged in supervision. They will discuss the hierarchical process of the supervisee, introduce one model of supervision, and provide a rationale for why assessment during supervision is necessary. Information on some assessment materials will be provided.

Summary of Presentation : Supervision has its roots in the approach described by Anderson (1988). In this conceptual model, supervision is a process that can be outlined as a continuum of stages consisting of evaluation-feedback, transitional, and self-supervision. At the core, both the supervisor and the supervisee are jointly engaged, and there is active participation from each. Students advance from interdependence to independence over time. Integral to the process, there are competencies and skill sets that the supervisor should demonstrate (Gavett & Peapers, 2007) throughout the relationship. While these competencies and skill sets are important, it is also essential that supervisors employ diverse, equitable, and inclusive practices in the supervision process and if need be, re-construct their thinking with regards to cultural diversity. Reframing thinking entails an understanding and moving away from using stereotypes, labels, unconscious bias, and microaggressions to conversations whereby the supervisor demonstrates cultural competence and humility (Subramanian, A., & Edrich, M., 2017). To augment the entire supervisory process, (Ehret et al., 2020) have suggested the integration of Nine Building Blocks of Supervision. Utilizing this framework, each of the nine building blocks consists of key components and ideas housed within either the Preparation, Initiation or Ongoing phases. These building blocks are designed to create a structured supervision experience that provides supervisees with the support and feedback they require to become independent and critical-thinking clinicians.

What is considered good clinical supervision? Good clinical supervision will help graduate student clinicians identify their strengths and weaknesses and help improve and perfect their skills by stimulating opportunities for further learning. Through the supervised activities, good supervision will also ensure that graduate student clinicians will provide adequate care to their patients/clients. In this part of the seminar, we will review the articles focusing on the role of the supervisor’s styles in promoting effective learning. Specifically, we will introduce one evidence-based supervision model that is widely used among health care disciplines to promote effective and efficient communication in clinical teaching, the One Minute Preceptor model (Gatewood & De Gagne, 2019; Miura et al., 2020). There are 5 micro skills in this model: (1) get a commitment, (2) probe for supporting evidence, (3) reinforce what was done well, (4) provide guidance about errors and omissions, and (5) teach a general principle/rule, if appropriate. We will first introduce the One Minute Preceptor model by discussing the five micro skills in concept, then review the evidence of the One Minute Preceptor model, and finally, demonstrate the One Minute Preceptor model in action in different clinical scenarios in busy clinical practice.

When looking at the stages of the supervision process, it is important to (1) plan and clarify the supervisee’s goals and objectives and supervisor strategies, (2) monitor the supervisee’s and the supervisor’s performance, (3) analyze and reflect on the supervisor’s performance as it affects the supervisee’s outcomes, and (4) evaluate the goals/objectives of the experience for the supervisee and the supervisor strategies (McCrea & Brasseur, 2020). There are several scales readily available that assess the supervisee’s expectations and needs and the supervisor’s attitude regarding supervision, strategy effectiveness, and skills. The supervision process across the novel, transitional, and consciously competent supervisee is dynamic as experience is acquired and variables change. There is a continuing need to reassess the advisee’s perception of roles, expectations, and needs (Mandel, 2015), as well as the supervisor’s strategies and attitudes about supervising. Working through an objective manner of supervision will model the SLP’s role as communication experts and the value of reflection with the dynamic communication process as it changes over time.