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
Supporting learning and development, knowledge and skills
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
Textbook and rule led
Advanced Beginner:
Difficulty thinking ahead, changing course, prioritising
Conscious, deliberate planning
Able to take in patients whole needs
Can take rapid decisions- has intuitive grasp