Supervisors should be educational and supportive, able to offer feedback and guidance with the aim of facilitating the development of the supervisee’s therapeutic competences [4]Supervision and Workload Management for Social Work: A negotiating resource .

Supervisees should be an active participant and learner [5]Supervision , reflective and open to criticism [6]Matrics Cymru: Guidance for Delivering Evidence-Based Psychological Therapy in Wales , able to work collaboratively with the supervisor to creating and protecting time for supervision.

Supervisors need to have adequate levels of training though there are a range of standards and levels of training that vary for different professions and settings "just as an unqualified individual would not be expected to provide therapy, neither should an unqualified and inexperienced individual be expected to supervise novice clinicians" [8]Supervision.

Training is considered under evaluating rather than educating as "It is important that supervisors, at all levels of seniority, are adequately trained to enable them to fulfil their roles effectively. This requires evaluation of training to determine its "effectiveness, and regular assessment of the quality of supervision based on the principles of compassionate and inclusive leadership. The development of supervision skills should also be part of CPD throughout the supervisor’s tenure in the role"

Training is considered under evaluating rather than educating as [9]The courage of compassion: Supporting nurses and midwives to deliver high-quality care ".

While most will be familiar with one to one supervisor in an office environment. There are other possibilities including meeting in a non clinical or public space or having supervision in a group, while recognising the need for confidentiality.

RCOT states that group supervision "not only encourages open and professional attitudes to learning and uses the various abilities within the group, but also supports the concept of collective practice and service delivery" [15]Supervision: Guidance for occupational therapists and their managers .

Group supervision is valued by a range of professions but is not a replacement for individual supervision.

The need for 'reflective spaces' has highlighted by engagement with many clinical areas lacking quiet spaces where staff will not be interrupted.

Since the Covid-19 pandemic the use of long arm / online / remote supervision has become more prevalent and attitudes to receiving it have changed.

Supervision is most effective when it is valued by both supervisor and supervisee "it seems that benefits are evident for the individual, from reduction in stress and anxiety to improvement in job satisfaction. Effective supervision also benefited the team by creating a more supportive work environment, which in turn has led to improved patient care" [19]The characteristics of effective clinical and peer supervision in the workplace: a rapid evidence review

The provision of effective supervision is a clear route to enhancing productivity, engagement and commitment of nurses and midwives across our health and care services" [20]What our standards say.

Rather than standardise supervision itself, the aim is to normalise certain behaviours such as confidentiality and evidence based practice or values like trust, choice, or belonging.

The supervision relationship is built on a number of key factors: a positive attitude, integrity, listening skills, critical probing and questioning, commitment, motivation, being supportive, maintaining confidentiality, objectivity, flexibility, attention to communication, and being respectful, caring and empathetic [7]The characteristics of effective clinical and peer supervision in the workplace: a rapid evidence review".

"The recommended frequency of supervision sessions can vary from a minimum of 4 times a year for Psychiatry [10]Supervision for career-grade psychiatrists in managed settings",or nursing [11]Welsh Health Circular ", to as often as weekly for newly qualified social workers [12]UK Supervision Policy ".

There is more agreement for the need for regularity as "regular supervision can help to develop good working relationships between you and your supervisor, which can in turn encourage more open and honest conversations"[13]Guidance for Supervisees".

Most professions recommend between one hour and an hour and a half per session. In summary, "the frequency and duration of good quality supervision will be determined by the demands of the setting and the developing practitioner’s/trainee’s capability and competence. There should be sufficient, regular supervision to ensure both professional and public safety are maintained" [14]Workplace Supervision for Advanced Clinical Practice.

Many professions recommend keeping confidential logs of supervision sessions and a written agreement or contract.

Social Care Wales state that "supervision record forms set out what you and your supervisee can expect from supervision" [16]Effective supervision in social care, early years and childcare

The Health and Care Professions Council (HCPC) State that "you should therefore keep an accurate record of your supervision activities, including what was discussed at your sessions, feedback received or provided, reflection notes and how you have applied this to your practice" [17]What our standards say.

The Care Council for Wales State that "at the end of each session, or as soon as possible thereafter, both supervisor and member of staff should sign and date the supervision form to confirm its accuracy" [18]Supervising and Appraising Well

The HCPC provide agreement and recording templates for Allied Health Professionals.

Despite the best efforts of The Supervision Hub to focus on the benefits and provide resources, research shows that there are several barriers to effective supervision, such as a lack of time and heavy workload which impacted on the level of support, quality and flexibility of supervision delivered. Supervision was not always perceived as a priority by supervisors or supervisees which affected uptake and engagement in supervision. There was not always management support or resources available for supervision such as support and training for clinical supervisors and peer supervisors. Moreover, there was a lack of understanding and clarity on what the supervision role entailed and its purpose [21]Effective supervision in social care, early years and childcare

The Royal College of Nursing (RCN) position on clinical supervision states that it is clear that there is no single unifying perspective on what clinical supervision truly means, what its purpose is and how it should be implemented in nursing. It’s often subsumed by other competing priorities deemed to be more important [22]RCN position on clinical supervision.