- 2.4 Reviewing available information and making valid decisions
- 2.3 Using factual data, recommendations, suggestions, and ideas in a logical and purposeful manner to inform decision making
- 1.4 Strategies for keeping aware of own stress levels and for maintaining wellbeing
- 1.1 Elements of management decision-making
- Unit 10- Decision Making in Adult Care NVQ Level 5
- 1.2 Values, belief systems, and experiences affecting working practice
- 2.4 Adapt communication in response to the emotional context and communication style of others
- 1.1 Emotions affecting own behavior and the behavior of others
- 2.2 Providing support to engage others in the decision-making process
- 2.1 Evaluating range, purpose, and situation for effective decision making
- 4.3 Prioritize own development goals and targets
- 4.4 Use personal and professional development planning
- 4.2 Establish own learning style
- 4.1 Evaluate own knowledge and performance
- 4.2 Ways in which team members are supported to understand their role in safeguarding children and young people from danger, harm, abuse, or exploitation.
- 4.1 Reasons adult care practitioners need to be aware of national and local requirements that seek to ensure the safety and wellbeing of children and young people.
- 3.7 Demonstrate ways of assessing the effectiveness of risk management practice
- 3.6 Demonstrate positive approaches to risk assessments
- 3.5 Revise plans to take account of changing circumstances
- 3.4 Delegating responsibilities to others
3.2 Support supervisees to reflect on their practice using the range of information available and their own insights
Course: NVQ Level 5 Diploma In Leadership & Management for Adult Care
Unit 6: Professional Development, Supervision & Performance Management
LO3: Provide professional supervision
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3.2 Support supervisees to reflect on their practice using the range of information available and their own insights
Supervisors can help their supervisees to reflect on their practice in a number of ways. One way is to ask them to think about the different types of information that are available to them, and how they might use that information in their work.
Supervisors can also ask supervisees to consider their own insights into their work, and how they might apply those insights in order to improve their practice. By thinking about these things, supervisees can develop a deeper understanding of the process of reflection and how it can be used to improve clinical practice.
Supervisors can also provide feedback on the supervisee’s practice, which can be a valuable way for them to reflect on their work. However, supervisors need to be aware of the potential impact of their feedback and how supervisees may receive and interpret it. It is important that supervisors provide appropriate feedback that can help supervisees develop their clinical skills.
Supervisors can also encourage supervisees to consider information from a range of sources, such as their own experience and the experience of others. For example, they might ask them to think about how they would approach a particular case or area of practice if there was no literature on the subject, no previous supervision, and no relevant personal experience. Consequently, developing a deeper understanding of the process of reflection that can be applied in practice is an essential part of the learning and development of clinical skills.
The reflective process is an integral part of clinical supervision. In fact, thinking about their practice can help supervisees to clarify what they have learned from their workplace experiences and how this learning can be applied in their future work.
We want to emphasize that asking supervisees to reflect on their experience, and encouraging them to think about how they would approach particular cases or areas of practice if there was no literature or relevant personal experience is a good practice.
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