HLTAHA047 - Engage with clinical supervision and delegation

For Melbourne campuses

Assessment tasks will be designed to reinforce & extend knowledge and skill competence within set & controlled parameters in accordance with each units learning outcomes & performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines.

Students will be expected to demonstrate the following required skills:

• prepare for and participate in a structured process of clinical supervision in response to at least two different scenarios in simulation and:

• articulate or document reflective practice responses to different situations in professional practice
• identify at least two different individual learning needs relevant to own scope of practice

• participate in a structured process of clinical supervision, including identifying individual learning needs relevant to the process in the workplace and articulate and document the outcomes
• perform the activities outlined in the performance criteria of this unit during a period of at least 120 hours of allied health assistance work. At least 60% of this work must be carried out in an allied health workplace. The remaining 40% may be carried out in a simulated environment, if an allied health workplace is unavailable.

Students will also be expected to demonstrate the following knowledge:

• requirements for clinical supervision, and how these are applied in organisations and individual practice:

• codes of conduct
• continuing professional development
• duty of care and when this may be compromised
• ethical dilemmas in practice and processes for ethical decision-making
• human rights
• privacy, confidentiality and disclosure
• records management
• rights and responsibilities of workers, employers and persons
• self-reflection, responsibilities and limitations within scope of role
• work health and safety (WHS), including:

  stress management
  legal rights of workers

• the importance, purpose and benefits of clinical supervision
• types and features of clinical supervision and the different communication modes that may be used, including:

• engaging with a supervisor either external or internal to the organisation
• group supervision
• in person individual supervision with qualified and experienced clinical supervisor
• peer supervision
• unscheduled supervision and how to recognise the need for this
• Proctor’s Supervision Model:

  normative
  formative
  restorative supervision

• factors to consider in preparing for supervision, including:

• identifying and acknowledging reactions and responses to interactions and situations
• analysing own errors
• identifying areas of practice to be challenged
• identifying limitations in areas for practice development
• maintaining journal work for self reflection

• awareness of self, and factors to consider in analysing own perspectives, and when these threaten to impact professional practice, including:

• belief and value systems
• biases and prejudices
• family of origin
• gender
• personal experiences
• sexuality
• own relationship

• sources of professional support and professional development
• factors to consider in preparing for delegation, including:

• local delegation policies and procedures
• Allied Health Assistant role in delegation
• Allied Health Assistant scope of practice in delegation

• escalation procedures when delegation practice not effective or delegated task is of concern
• effective communication for delegation
• documentation of delegated task
• identifying and acknowledging reactions and responses to interactions and situations
• analysing own errors
• identifying areas of practice to be challenged.