Table 2 Outline of the one-day training program

• Defining the purpose, scope, and reach of clinical supervision

• Supervision relationships, including:

○ Identifying the key features of productive supervision relationships

○ Consideration of the limits to supervision

○ Exploration of boundaries in supervision

○ Participants practising building supervision relationships

○ Feedback from peers on the simulated activity

• Learning styles and their influence in and on supervision, including participants exploring their learning style and the adjustments required in supervision when working with students with different learning styles

• Domains of supervision introduced:

○ Normative or administrative

○ Formative or educative

○ Restorative or supportive

• Considering the use of power and authority in supervision and through the use of the supervision domains

• Domains of supervision explored through:

○ Discussion on participants’ experiences of supervision domains

○ Consideration of how the domains intersect

○ Participants practising implementing the domains of supervision

○ Feedback from peers on the simulated activity

• Respectfully acknowledging and working with diversity and difference in clinical supervision

• Practising the provision of constructive feedback followed by feedback from peers on the simulated activity

• Practising ‘authentic’ and ‘challenging’ supervision conversations, including informing a student their performance is not meeting the required standard; this was followed by feedback from peers on the simulated activity

• Consolidation of learning with participants sharing ideas for their future supervision practice