SPOKE: Sector Partnership for Optical Knowledge and Education

Teaching delegation - Cheryl Hill FBDO SMC(Tech) CertEd

Delegation refers to the process of assigning tasks or responsibilities to another individual while maintaining overall accountability for the outcome. In professional settings, including healthcare and education, delegation is a critical skill that enables efficient task management, promotes teamwork, and fosters the development of skills in others. In the context of optometry and dispensing optics, delegation is particularly important as practitioners often work collaboratively with other professionals to ensure the delivery of high-quality care.

The General Optical Council’s (GOC) Outcomes for Registration for Approved Qualifications in Optometry or Dispensing Optics underscore the importance of delegation as part of professional practice. Students pursuing these qualifications must be trained to delegate tasks appropriately, understand the limits of their own competencies, and ensure that delegated tasks are completed to the required standards.

To effectively teach delegation to students, educators must consider the knowledge, skills, and behaviours outlined in the GOC’s Outcomes for Registration.

Different strategies can be used to incorporate delegation training into education and training programmes. Students should first be introduced to the principles of delegation through theoretical instruction. This includes understanding the definition and purpose of delegation in clinical practice. Consideration of legal and ethical considerations, including the principle of accountability and recognising tasks suitable for delegation and the criteria for selecting an appropriate delegate.

Practical application is critical in developing delegation skills. Simulated environments, such as clinical laboratories or virtual reality modules, provide students with opportunities to practice delegation in a controlled setting. Key components include:

• These exercises can be integrated into the curriculum and assessed through formative evaluations
• Students can be assigned tasks during patient interactions, be assessed giving clear instructions and checking for understanding
• In practice the monitoring and evaluating the completion of delegated task can all play a part
• Effective delegation relies on strong communication. Students must be trained to convey instructions clearly, provide constructive feedback, and address misunderstandings
• Active listening and assertiveness training can be incorporated into workshops or role-playing sessions and a re imperative to give a student the confidence to not only carry out a delegated task, but also the ability to ask for further help or say no where they do not feel comfortable completing it themselves
• Reflective practice is an integral part of professional development. Students should be encouraged to reflect on their delegation experiences, either through written journals or group discussions. This enables them to identify areas for improvement and solidify their understanding of the delegation process

The GOC’s Outcomes for Registration emphasise that students must demonstrate the ability to work collaboratively, prioritise patient safety, and manage responsibilities effectively. By integrating delegation training into education programmes, institutions can ensure graduates are well-equipped to meet these standards. This fosters not only technical proficiency but also the leadership and interpersonal skills necessary for professional success.