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https://uqz.zoom.us/j/4516323500

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Supervision and Evaluation in the clinical setting 

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Supervision and Evaluation in the clinical setting 

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Supervision & Evaluation in the Clinical Setting_July_2026 v1.0

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Clinical assistants, please print 1 copy of the first two documents (EPA and mini-PAT). There is no need to print the dispensing evaluation tools, but you will need to review them on the day.

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Teaching and supervisory styles ppt slides July 2026

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Teaching and supervisory styles ppt slides July 2026

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Teaching and Supervisory Styles, Techniques and Tools

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Workplace-based assessment tools can be found on the QH Pharmacy SharePoint page

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ClinCAT v4.0

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Pharmacists, please print 1 copy of these forms per person

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This is non essential reading, but for those interested in clinical education this is a seminal paper by a leading figure in this area

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This is the full article that provides background information on the "Pharmacists' Inventory of Learning Styles (PILS)"

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Welcome

Any leader knows that first-line practice supervisors are one of the most important roles. As a leader you are entirely dependent on their sensibility, capability and resilience.
Isabelle Trowler, Chief Social Worker for Children and Families

Chief Social Worker for Children and Families

PSDP is a high quality continuing professional development programme for practice supervisors in England who have made the transition from social worker to first-line manager. Over one thousand practice supervisors will take part in the programme, which is funded by the Department for Education, between October 2018 and February 2020. PSDP focuses on six key aspects of professional leadership as a practice supervisor.

Being a practice supervisor is a skilled and challenging job. You are responsible for the quality of service which children and families receive. You also play a key role in supporting your supervisees to become emotionally resilient practitioners. One of your principle tasks is to provide reflective supervision which guides ethical and proportionate state intervention in family life. The relationship which you develop with your staff team is critical in supporting and sustaining their ability, and motivation, to forge similar relationships with children and families.

The resources and tools in this website are designed to support individual learning and development and to extend skills and knowledge in these aspects of your role. The importance of building strengths-based relationships with children and families, which allow their voices and experiences to be heard and understood, is a key theme throughout.

This website is a resource for all practice supervisors in child and family social work regardless of length of time in role or experience. The materials draw on research and practice evidence, as well as learning from the lived experience of children and families, to support practice supervisors in key aspects of their role. They have been developed in consultation with experts by experience, social workers, first-line managers, Principal Social Workers and academics.

The materials are informed by the Knowledge and Skills Statement (KSS) for child and family practice supervisors. The focus on promoting strengths-based and relational approaches to child and family social work, which features throughout, means that much of the content will also be relevant to practice supervisors working in other settings.

How to use the resources in the website

The learning resources are organised into six key themes:

In each section you will find a mixture of knowledge briefings, audio podcasts, presentations, films and learning tools.

Learning tools can be used to review and audit your skills or learning needs in a particular area. Some provide information about approaches to use in supervision discussions which are helpful for practice supervisors. Other learning tools are designed to be used as discussion prompts in individual or group supervision with your team. All resources have been developed specifically for practice supervisors.

The resources and tools are designed to be quick and easy to use. The exception to this are the knowledge briefings which provide a more detailed overview of a topic area.

Many of the learning tools can be used flexibly. At the end of each tool we provide brief suggestions about other ways you can use the tool in one to one supervision or in discussions with your team.

Each section also has a briefing for senior managers which highlights key messages for organisations to consider, focusing on how practice supervisors can be supported to work more effectively in relation to each topic area. The last section of the website 'Maximising your impact as a practice supervisor' provides you with an opportunity to review your learning and support needs and plan how you can continue to develop as a practice supervisor.

You can work through the sections in order or dip in and out. Each contains a range of tools which are designed to cater to different learning styles. Please use the tools as you see fit. Some of the tools in different sections are similar. This is intentional given that we are focusing on the importance of relationships and promoting reflective discussions in supervision throughout. If you don't find a tool useful or find that the focus is too similar to another - please feel able to select tools which are more suited to what you need.

We hope that you find these resources useful. Please share your thoughts and learning with us in conversation on Twitter using the hashtag #PSDP

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Home - Practice Supervisor Development Programme Repository

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Any leader knows that first-line practice supervisors are one of the most important roles. As a leader you are entirely dependent on their sensibility, capability and resilience. Isabelle Trowler, Chief Social Worker for Children and Families PSDP is a high quality continuing professional development programme for practice supervisors in England who have made the transition from social worker to first-line manager.

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Complete the H-PILS questionnaire before the workshop

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Complete the H-PILS questionnaire before the workshop

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https://forms.office.com/r/hWWcbEwnPT

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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View the video if you'd like to see a demonstration of the ALOBA feedback model

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This video shows Dr Donald Thomson giving feedback to Adam Collins, a year 5 MBChB student, and completing a feedback postcard.This is an example of the ALOBA model (Agenda-Led Outcome Based analysis).

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Site contains supervisor resources, including work-place based assessment tools under the 'CE & Supervisor' tab

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Do not print the following documents

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Content, Pattern and Relationship Conversations

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Content, Pattern and Relationship Conversations

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Check your assumptions - are you climbing this?

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ClinCAT v4.0-patient education sections

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How do you improve a team members efficiency/speed if they are still second guessing themself even if they are proficient and capable at the topic/clinical area?

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Considerations for Supporting Students neurodiverse pharmacy students 

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Supervisors workshop Timetable July 2026  attendees version

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A staff member approaches you and says they feel they are being bullied by a colleague. They describe the colleague as abrupt, dismissive and condescending. How do you approach this?

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Link for CA break out group-for online CAs only. You will be advised when to access

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A team member is feeling unmotivated and wants to progress in their career but keeps getting knocked back. They have ticked all the boxes to progress and expanded their knowledge and the feedback from interviews are usually around, "you did well but someone was just more successful". The team member is now dishearten and it is showing in their work. How do you guide them to be more motivated and hang on to hope again?

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With more and more awareness around neurodiverse individuals, how should team members who identify themselves as neurodiverse be treated equally and fairly as other neurotypical team members in terms of performance at work?

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A fellow pharmacist (not on your team) is crying next to her locker at 5:15pm on a Thursday when you're on your way out the door. You stop and check in with her. She says she's feeling burnt out and exhausted and just had feedback that she made a minor error on a DMR for a patient that discharged yesterday. She doesn't want to come back tomorrow or next week, but she will because she doesn't want to let anyone down. How do you support her in this moment and over the next period of time?

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How to provide constructive feedback to a team member who appears not to be taking their role seriously? eg. joke around, engage in excessive banter, and spend a significant amount of time socialising, which begins to affect productivity, team dynamics and overall workplace enviroment. How to approach the conversation in a respectful way, encourages accountability and motivates the person to reflect on the impact of their behaviour rather than becoming defensive?

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How to provide constructive feedback to a team member who appears not to be taking their role seriously? eg. joke around, engage in excessive banter, and spend a significant amount of time socialising, which begins to affect productivity, team dynamics and overall workplace enviroment. How to approach the conversation in a respectful way, encourages accountability and motivates the person to reflect on the impact of their behaviour rather than becoming defensive?

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https://forms.office.com/r/RwTaKfLkB5

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I supervised a uni student who did not wish to participate in any patient interaction activities. They were very anxious and at the mention of possibly speaking with a patient they described sweaty palms. The student had determined prior to the placement that "getting into hospital work is too hard" and as they weren't high enough achieving, that they would not be involved in the hospital placement. How would you approach this?