Popular supervision, skills acquisition and professional learning models

Skills acquisition models and frameworks can be helpful in providing frameworks for both supervision and for supervisor training and development. Proctor’s model of supervision and the skills’ acquisitions models of either Benner or Peyton, remain widely cited. As with all models and frameworks, it is important to apply some critical awareness. Consider the strengths and limitations of each model in the context in which it is used.

Proctor’s (2001) model of supervision

Proctors model of supervision Formative: Supporting learning and development, knowledge and skills Restorative: Supporting professional welling-being and the impact of practice demands Normative: Supporting the maintenance of standards of practice and care

Peyton’s (1998) model of skills’ acquisition

Peyton's (1998) model of skills' acquisition Unconscious Incompetence: Lack of awareness Conscious Incompetence: Awareness Conscious Competence: Awareness and effort Unconscious Competence: Increasingly effortless

Benner’s (1984) model of skills’ acquisition

Benner's (1984) model of skills' acquisition Novice: Textbook and rule led Advanced Beginner: Difficulty thinking ahead, changing course, prioritising Competent: Conscious, deliberate planning Proficient: Able to take in patients whole needs Expert: Can take rapid decisions- has intuitive grasp
Seven fundamental considerations Supervision Supporting practitioner development and maintaining patient safety Practice Context Competence and capability Multiple professional registrations Individual learning plan Professional development and transition Integrated approach Supervisor Development
Supervision and assessment resources