Practice Supervision. One (1) clock hour = one (1) contact hour.
Practice Supervision. Faculty members directly supervise students in an actual work setting to facilitate application of classroom, lab, and simulation-related instruction leading towards development of skills in a real life context. Examples include Nursing practicum and Dental Clinic.
Practice Supervision. Practice supervision is driven by the needs of the behaviour support practitioner and is individualised to support best practice, promote reflective practice and allow for the discussion of ethical issues. Practice supervision aims to optimise client outcomes; support staff wellbeing and enable continuous practice improvement. Practice supervision is provided internally within the National BIS Team (where capacity allows). The supervision of behaviour support practitioners is a key element of the Positive Behaviour Support (PBS) Capability Framework and has been recognised by the NDIS Commission as “a fundamental mechanism for strengthening practice and building capability of the behaviour support workforce”1. It is an expectation under the PBS Capability Framework that all behaviour support practitioners receive supervision. Supervision of this kind refers to direct professional practitioner supervision by a Behaviour Support Practitioner with a higher or commensurate level of skill and knowledge. Specifically: • A core level behaviour support practitioner should engage in direct professional supervision from a supervisor who is proficient or above. Independently recommending restrictive practices is outside of the scope of a core practitioner. • A proficient behaviour support practitioner is expected to participate in supervision, from an advanced or specialist practitioner2. In line with the PBS Capability Framework, a proficient practitioner is also expected to (a) provide and participate in peer supervision with another proficient practitioner (if relevant to their supervision schedule) and (b) Supervise a core practitioner (if the proficient practitioner has the skills and knowledge base to do so). • An advanced behaviour support practitioner is expected to access and participate in supervision as the supervisee, including peer supervision with another advanced practitioner. In line with the PBS Capability Framework, an advanced practitioner is also expected to supervise other practitioners at all other levels. • In relation to their area of specialisation, a specialist behaviour support practitioner is expected to access and participate in supervision as the supervisee, including peer supervision with another specialist practitioner.
Practice Supervision. (a) Practice Supervision is the tool that Xxxxx Street uses to build a reflective culture, where learning through reflection is encouraged and supported. Xxxxx Street has a strong commitment to practice supervision because they believe it is critical to the
(b) All relevant Employees will have access to regular Practice Supervision. This is dependent on the requirements of the role but will not be less than monthly (pro rata for part time and casual Employees).
(c) Where specific forms of practice supervision are required to meet professional registration standards Xxxxx Street will make arrangements for a suitably qualified person, considering the advice of the registering body, to provide this service provided that the Employee gives notification at the time of employment or where the registration is relevant to the role.
Practice Supervision. Faculty members directly supervise students in an actual work setting to facilitate application of classroom, lab, and simulation-related instruction leading towards development of skills in a real life context. Examples include Nursing practicum and Dental Clinic. Field Experience/Preceptorship Faculty members indirectly supervise students who are in the field with a workplace supervisor in on-the-job training. The primary role of the faculty member is to communicate with the student and the supervisor regarding the standard of performance for meeting learning outcomes for work competency. Examples include CYFS and Dental work placements. Guided Studies Faculty guide a small number of students through an existing articulated course that would not otherwise be offered by the college. Special Projects Faculty monitor and provide advice to a student undertaking a proposed and agreed-upon project which further develops and demonstrates an advanced understanding or skill set in a predetermined academic area. Example: Creative Writing 208 and the BBA Capstone courses.
