1.1 Analyse the principles, scope and purpose of professional supervision

Unit 148 Develop professional supervision practice in health and social care or children and young people’s work settings

Level: 5

Credit value: 5

UAN: M/602/3187

Unit aim

The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to undertake professional supervision of others.

Learning outcomes: 

Unit 148 Develop professional supervision practice in health and social care or children and young people’s work settings

There are six learning outcomes to this unit. The learner will:

1. Understand the purpose of professional supervision in health and social care or children and young people’s work settings
2. Understand how the principles of professional supervision can be used to inform performance management in health and social care or children and young people’s work settings
3. Be able to undertake the preparation for professional supervision with supervisees in health and social care or children and young people’s work settings
4. Be able to provide professional supervision in health and social care or children and young people’s work settings
5. Be able to manage conflict situations during professional supervision in health and social care or children and young people’s work settings
6. Be able to evaluate own practice when conducting professional supervision in health and social care or children and young people’s work settings

Guided learning hours

It is recommended that 39 hours should be allocated for this unit, although patterns of delivery are likely to vary.

Details of the relationship between the unit and relevant national standards

This unit is linked to LMCS A1, B1, HSC 41, 43, 45, CCLD 328, 427.

Support of the unit by a sector or other appropriate body

This unit is endorsed by Skills for Care and Development.

Assessment: 

Unit 148 Develop professional supervision practice in health and social care or children and young people’s work settings

This unit will be assessed by:

• candidate portfolio of evidence.

Learning Outcomes 3, 4, 5 and 6 must be assessed in a real work environment. Simulation is not allowed.

The unit must be assessed in accordance with Skills for Care and Development`s Assessment Principles. These have been included within the Centre requirements section of this handbook.

Outcome 1 Understand the purpose of professional supervision in health and social care or children and young people’s work settings

Assessment Criteria: 

Unit 148 Develop professional supervision practice in health and social care or children and young people’s work settings

The learner can:

1.1 Analyse the principles, scope and purpose of professional supervision

1.2 Outline theories and models of professional supervision

1.3 Explain how the requirements of legislation, codes of practice and agreed ways of working influence professional supervision

1.4 Explain how findings from research, critical reviews and inquiries can be used within professional supervision

1.5 Explain how professional supervision can protect the:

·         Individual

• Supervisor
• Supervisee

Additional Guidance

Agreed ways of working include policies and procedures where these exist. An individual is someone accessing care or support.

Outcome 2 Understand how the principles of professional supervision can be used to inform performance management in health and social care or children and young people’s work settings

Assessment Criteria

The learner can:

2.1 Explain the performance management cycle

2.2 Analyse how professional supervision supports performance

2.3 Analyse how performance indicators can be used to measure practice.

Outcome 3 Be able to undertake the preparation for professional supervision with supervisees in health and social care or children and young people’s work settings

Assessment Criteria

The learner can:

3.1 Explain factors which result in a power imbalance in professional supervision

3.2 Explain how to address power imbalance in own supervision practice

3.3 Agree with supervisee confidentiality, boundaries, roles and accountability within the professional supervision process

3.4 Agree with supervisee the frequency and location of professional supervision

3.5 Agree with supervisee sources of evidence that can be used to inform professional supervision

3.6 Agree with supervisee actions to be taken in preparation for professional supervision

Outcome 4 Be able to provide professional supervision in health and social care or children and young people’s work settings

Assessment Criteria

The learner can:

4.1 Support supervisees to reflect on their practice

4.2 Provide positive feedback about the achievements of the supervisee

4.3 Provide constructive feedback that can be used to improve performance

4.4 Support supervisees to identify their own development needs

4.5 Review and revise professional supervision targets to meet the identified objectives of the work setting

4.6 Support supervisees to explore different methods of addressing challenging situations

4.7 Record agreed supervision decisions

Outcome 5 Be able to manage conflict situations during professional supervision in health and social care or children and young people’s work settings

Assessment Criteria: 

Unit 148 Develop professional supervision practice in health and social care or children and young people’s work settings

The learner can:

5.1  Give examples from own practice of managing conflict situations within professional supervision

5.2 Reflect on own practice in managing conflict situations experienced during professional supervision process