Supportive Supervision. Those who supervise staff working with survivors should check in with staff during regularly scheduled supervisory meetings. Supervisors should enquire about their team’s well-being and their feelings about the work with survivors and also ensure that staff know about the services available to them if they would like additional support.
Supportive Supervision. The HRH project conducted various supportive supervision visits to ensure transfer of learning after training, monitor project implementation, support SBM-R, and strengthen implementation of activities. Some key findings from the supportive supervision include: ✓ Universities and colleges have used the SBM-R process to conduct baseline assessments, identify performance gaps, and develop action plans. In some cases, such as Samara University, the SBM-R team members in the university effectively advocated for the purchase of models and skills equipment to meet gaps in skills labs, using the universities own resources (in this instance, 300,000 Birr); ✓ Faculty are using their recently acquired knowledge and skills to enhance learning – for example, use of story boards to develop midwifery training materials ✓ Schools are developing MOUs with practicum attachment sites, outlining the tasks and competencies that the students are expected to perform (example Mekelle University) ✓ Faculty have oriented faculty from other departments such as Medicine, Public Health and Nursing on the SBM-R approach (example Axum University) ✓ To facilitate improved learning, class sizes for HEW students have been reorganized to the standard of 30 students per class (Xxxxx Xxxxx Health Science College). ✓ Institutions continue to face challenges related to high staff turnover, shortage of staff, and inadequate supplies of equipment and supplies; ✓ The one-five student support approach has improved academic performance of students; Strengthening Human Resources for Health (HRH): Year Two Work plan
Supportive Supervision. All project staff will be fluent in the local language to enhance communication and cultural understanding . Personal feedback is essential for motivation and timely problem solving to ensure continuous quality improvement. The district coordinators and supervisors will visit the project staff in their villages, and assess progress through interviews and observ ations using standardized supervisory checklists and project indicators. The project director will continue to work within the MOH, and will monitor coverage, quality and needs of the health system and access to MOH statistics (e.g. EPI coverage, malaria cases treated, mortalities and morbidities). The project managers and Health Education (HE) Supervisors will meet monthly to discuss results and challenges. These meetings are opportunities for quality improvement as staff identify opportunities for impro vement, define problems, establish desired outcomes and plan steps to achieve them. HE Supervisors will attend staff meetings with MOH for the health facilities in their area to coordinate activities locally and share feedback on results. At project level , the Project Manager and Deputy will participate in quarterly DHMT meetings. Community capacity development will be measured using criteria that include communication links between the groups, use of local leaders, functionality of VHC, monthly meetings of pastoral and traditional healer CG.
Supportive Supervision. Supportive supervision will be conducted by the DHMT, ZHSO and CHAM Secretariat as part of their routine follow-up visits. Supportive supervision is focussed on strengthening individual staff capacity as well as supporting organisational and management capacity of the CHAM health facility.
