Tips for managers and supervisors of NQPs

Induction

Be mindful of the impact of the pandemic on therapists’ development:

• Remember there is a difference between competence and confidence. They can sometimes get conflated. As an employer you need to notice the difference and be there to support NQPs with development of both.
• Understand how placements have changed over time and adjust expectations based on this knowledge.
• Acknowledge that NQPs need more support and make space for that. From the start take a baseline of where each NQP feels they are at with their skills, rather than making assumptions. Tailor the approach to different people’s learning needs.
• During the pandemic NQPs could not be inducted to every area – be mindful of this and make sure that they are able to access those areas with support post-pandemic.

Protected time

• Newly qualified practitioners sometimes report feeling guilty taking time to complete competencies. Reassure them that competencies are essential and important – and encourage them to book protected time for CPD and reflections.
• Protect time for admin too. It may be that you give them protected time for admin (eg an hour a day), which could include time to log and organise competencies.

Preceptorship

Preceptorship is a period of structured transition to guide and support all newly qualified practitioners from student to autonomous professional. (About 70-75% of trusts in England have these already. The RCSLT is involved in a programme to develop a national AHP preceptorship programme.)

If you are not already, consider developing a preceptorship – eg 12 months for all newly qualified practitioners in a multi-disciplinary team. Within that provide space to all come together but also give protected time for self-directed learning.

People power

Protected time

• Set up supervision in banded groups where peers learn from each other and then a supervisor joins for the last 15 minutes to answer questions. This will help build confidence.
• It’s essential to encourage NQPs to bring more complex cases to supervision sessions for deeper discussion. This helps the NQP have confidence in their approach and ensures safe outcomes for service users with more complex needs.
• Weekly supervision may be needed at first but don’t assume everyone needs the same amount of supervision. Discuss with the supervisee what they feel they need.
• Equally, add a little challenge against what the learner is comfortable with, to build confidence or support. Eg:
  •  If an NQP can only see the value of face-to-face supervision, stretch them just a bit by encouraging some peer support instead, occasionally.
  • If one needs a lot of structure remember to build in some opportunities to let them build independence and problem-solving skills.
  •  If one doesn’t call for much help be proactive to check they are okay. Don’t assume all is fine as they may be struggling.
• Remember the non-clinical skills need support too! Discuss non-clinical skills and debrief about things that went well and were difficult – sharing experiences to improve confidence.

Learning from others

• Link up with neighbouring regions to offer broader learning experiences.
• Encourage peer to peer support.
• Give your newly qualified practitioners an opportunity to shadow someone: ask them who they would like to shadow and ask them to keep a shadowing journal.
• Break down barriers between bands: Have Band 8s talking to NQPs to build relationships and stop new in career staff worrying that longer serving staff are not approachable.
• Use of Zoom and Microsoft Teams to access supervision when teams are spread apart to keep consistent check ins – ongoing skill to continue. You have a duty to support and grow the next generation of the speech and language.
• Use of virtual tools have been helpful in information sharing and having conversations with people in different settings to enhance skills; even with different countries. This could be for supervision support, or for CENs, or networking.

Wellbeing wisdom

Involve the wellbeing experts

Involve your organisation’s wellbeing team on the first day of induction by asking them to outline what wellbeing support is available. Then later on in the year give people the chance to book one-to-one sessions with the wellbeing team and also create an MDT afternoon with colleagues. This works well in a rural environment where people are spread out.

It doesn’t have to all be done right now!

• The NQP Competency framework is designed in such a way as components can be done one at a time. NQPs are not expected to do them all right away.
• You might find it useful to sit down with your NQP and plan out the approach. One thing we have heard works is to do the easier competencies during the probationary period and then leave longer for the harder stuff. (Note, what is ‘easy’ and what is ‘hard’ will be different for different people.)

Have trusted people available

• You might want to set up a buddy system – eg each NQP is buddied up with someone who is a year ahead. This will help NQPs to build a social network, which will hopefully help their wellbeing.
• Provide a designated mentor.
• Promote CENs as a means of clinical support and CPD.

Contributors

This resource was developed from a workshop held on 14 June 2022 – Supporting our newly qualified workforce: practical solutions for clinicians, managers and CENs.

With thanks to the presenters (below) and attendees of the workshop for their input into this resource:

• Camilla Dawson, consultant speech and language therapist – dysphagia and altered airways, University Hospitals Birmingham NHS Foundation Trust
• Emily Hanks, speech and language therapist (stroke and older persons unit), St Thomas’ Hospital, Guy’s and St Thomas’ NHS Foundation Trust
• Emma Jordan, children’s speech and language therapy services service manager (finance and performance), locality team leader (West – Wyre Forest, Worcester and Malvern) and language for learning manager
• Sarah Wallace OBE, consultant speech and language therapist (critical care, dysphagia) Wythenshawe Hospital, Manchester University NHS Foundation Trust