from training participants.
From a cost perspective, the social benefit of fit, lively and positive staff freed regularly from the weight of client service challenges on the heart and soul, far outweighs the resource outlay of time to train, time to supervise and the outgoings for the trainer. There is a new spark in these trainees, some of which I never expected. I think you may have just found a legitimate method to reward staff for the right attitude that is also seen as an economic use of the public purse.Lesa Dunn 2011
I use all techniques I have learnt in my training, not only my working life but in my everyday life. I believe this will benefit productivity, staff retention and wellbeing, and possibly morale. I am able to take an issue/ situation to supervision and use my own ideas to move forward instead of carrying that burden around with me.Project Officer, government support agency 2011
In hindsight I realise that Clinical Supervision was something that I did for others already. This training has given me the skills and knowledge to make me more efficient and productive in the process. Having Clinical Supervision makes me more settled and more productive in all aspects of my role.RN metropolitan Sydney Local Health District 2012
This has, without a doubt, been the most interesting and beneficial course I have ever been sent on. The presenters are lively and enthusiastic and I look forward to the next days we can meet up. Every time we meet we come away re-energised and re-charged!Rural Midwife 2009
from a CSC Co-facilitator.
The ‘Clinical Supervision for Role Development’ model is a valuable asset in the toolkit of health professionals of any background, whether nursing & midwifery, allied health or medical. This model is excellent at providing a common language for discussing patient scenarios, ethical dilemmas and difficult interpersonal issues – an element often missing but so necessary in today’s inter-professional learning environments. The use of ‘role-descriptions’, concretisation and a range of techniques cater for those with a range of learning styles to appreciate different perspectives and identify possible ‘solutions’. Paul is a master in this model having studied alongside its originator, Mike Consedine, for many years. Paul is also expert in building confidence in even the most hesitant learner, and uses group process in a safe and respectful way to achieve outcomes which can surprise even the participants. As a psychologist I was already familiar with several different models of supervision and had used these both with students and with experienced colleagues. However, this model added a new and interesting dimension to my own supervision and ‘peer consultation’, and has the potential to contribute to the professional development of students and other beginners right through to experienced practitioners.
Claire Nabke-Hatton, M Psych (Clin), BSc Psych (Hons)