Defining and theoretical models of supervision

Defining supervision

There are different types, purpose and functions of supervision but no single agreed definition which can lead to confusion and misunderstanding. A definition frequently used within health and care professionals quoted by the Department of Health (1993)¹ states;

‘(clinical) supervision is a term used to describe a formal process of professional support and learning, which enables individual practitioners to develop knowledge and competence, assume responsibility for their own practice and enhance consumer protection and the safety or care in complex clinical situations. It is central to the process of learning and to the scope of practice and should be seen as a means of encouraging self-assessment and analytical and reflective skills’.

It must also be recognised that professional bodies and organisations may use different terminology for types, purpose and functions of supervision. Dietitians will frequently receive supervision as part of a multi-professional team and where differing terminology is being used, this can add to the confusion. As such, communication between practitioners should focus on confirming the purpose, or function, of the supervision, rather than what it is called. To do this, it can be helpful to consider popular theoretical models that underpin supervision.

Theoretical models of supervision 

There are many theoretical models that can be used to underpin the implementation of supervision within your own workplace. A popular framework often quoted within nursing and which many other models are based on is ‘Proctor’s three function model’ (also known as the ‘supervision alliance model’)². 

This describes three separate purposes or ‘functions’ of supervision, that together ensure practitioners are considering their personal wellbeing alongside their professional development.

Function 1- Normative which focuses on the managerial aspects to learning which could include mandatory training and continuing professional development (CPD).

Function 2 – Formative which focuses on the educative aspect of developing knowledge and skills in professional development and using self-reflection for self-awareness development. The aim is “to become increasingly reflective upon practice” within the supervision process developing self-awareness through reflective practice. This builds the practitioners self-reliance to develop their own knowledge and skills.

Function 3 – Restorative focuses on the health and well-being of professionals who may be working constantly with stressful and distressing situations. It has a supportive function that can improve stress management, allow personal development, and prevent burnout.

Fig1. Proctors Model of Supervision (taken from Annex B - Advanced nursing practice - transforming nursing roles: phase two - gov.scot (www.gov.scot))