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Aims Staff working in hospice and palliative care need to be valued, given support and work to high standards. Good supervision acts as a protector against "burn out", builds a resilient work force and is a requirement for registration of some professional bodies. The nursing and midwifery councilMarch 2015 stated; " Clinical Supervision is an activity that brings skilled supervisors and practitioners together in order to reflect upon their practice" Anecdotal evidence suggests that supervision initiatives eventually fail, particularly if the hospice leadership changes. The CEO and clinical leaders at the hospice were determined to set up a top down service and employed a consultant to assess the need and deliver a programme of teaching and learning that could be sustained. Method Assessment showed some senior members of the multi professional team received excellent external supervision. Amodel of group supervision for those not included would be developed for clinical staff. Subsequently an amended model would be used for staff and volunteers e.g. fundraisers and retail staff. Recommendation was to use a whole system approach and identify staff willing to train and become internal supervisors. A two day training programmewhich included contracting, boundaries, confidentiality, reflection and group work theorywas devised and delivered to 20 perspective supervisors. They received a half a day update and regular debriefs. All staff were trained in the use and expectations of supervision. Day course organised for fundraisers etc. Supervision model The model adopted was to promote empowerment, learning, build confidence and self-esteem, growth and support. Individual self-reflection, awareness and the quality of care was prioritised. Review and evaluation Review after 3 sessions. Evaluation after 1 year.

Background Palliative care remains a new discipline within Serbia, thus there is a need for a comprehensive programme of continuing education and formal higher education for palliative care (PC). Prior to 2011, there was no formal palliative care training incorporated into the undergraduate curriculum for health and social care professionals. Therefore the introduction of palliative care into the curriculum for doctors, nurses and social workers was a key component of the development of palliative care. Aim The aim was to integrate pc into the undergraduate curricula of medical, higher nursing and social work curriculum in Serbia. Methods A team of national and international experts led the process. For each discipline, contact was made with the appropriate Deans, meetings held with representatives from the different faculties, and a curriculum development process established. Existing curricula were reviewed, where they existed e.g. for the medical schools and curricula drafted based on international guidelines/experience. Results Comprehensive training materials have been developed, including facilitators guides, presentations and student handbooks, as there is no comprehensive Serbian PC book. The curriculum has been integrated into the undergraduate medical course in all five medical schools in Serbia i.e. the Universities of Belgrade, Novi Sad, Kragujevac, Nis, and the Military Medical Academy. The process of acceptance into the higher nursing schools is ongoing but it is anticipated that at least half of the schools will integrate palliative care as a mandatory course. For social workers, palliative care will be taught within the curriculum for the first time from October 2013. Conclusion Integration of pc into the undergraduate curriculum for health and social care professionals is vital in the development of pc. Working in collaboration with the different faculties is key to integration, along with development of comprehensive training materials in accordance with European and International standards.