...Personal reflections are characterized as learning through experience in gaining new insights and changed perception of self and practices. Reflection can be a difficult experience without the support and guidance of an expert (Johns, 2004). This personal reflection presents an exciting opportunity for me to consider how successful my placement in the intermediate care has been in terms of my own personal learning. By reflecting on the positive aspects of the placement, I will be able to make sense of my personal learning and apply what I have learnt into future careers. At the beginning of my placement I knew very little about intermediate care or services it provided regarding alternatives to hospital care for elderly patients. In preparation for my placement, I visited a local health center and spoke to a therapist who agreed to send me information about intermediate care service. I familiarized myself with the services that are offered by intermediate care, for instance in house provisions and therapist group run services. This helped to alleviate some of my anxiety about the placement that I experienced during my first week, reflecting on my experiences has helped. During my placement I was allocated a mentor who was a knowledgeable and professional nurse. I learnt so much from my mentor, especially what it takes to be a crucial member of a rapid response team of the intermediate care service. Shadowing the mentor gave me the opportunity to observe all the rapid...
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...Professional Capabilities Assignment The Professional Capabilities Framework developed by the social work reform board and owned by The College of Social Work provides a structure to support the career development of every social worker: from initial social work education, through continuing professional development, towards the role of principal social worker. The framework provides criteria for career progression and opens new career pathways that will allow experienced workers to sustain engagement with the challenges and rewards of practice. Furthermore The PCF applies to all social workers in England (including independent social workers), in all roles and settings and so it is an essential document for all. Professionalism; Professionalism is an integral part of social work it is there for essential that as a social worker I remain committed to my professional development by tracking responsibility for my conduct practice and learning regularly ( BASW Code of ethics 2013). I understand that the professional element of the role is key component of what being a social worker is about and intend to safeguard the reputation by making sure my conduct adheres at all times to the standards set out by the HCPC. I have demonstrated these attributes by undergoing a three day shadowing placement in which I was able to get to grips practically with the nature of the role, whilst simultaneously understanding the importance of maintaining a high level of professionalism...
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...contents page > School of Health and Social Care www.brookes.ac.uk/schools/shsc mentoring a resource for those who facilitate placement learning Developed by The Practice Education Group (PEG) students and mentors School of Health & Social Care Oxford Brookes University Specific contributions by Pam Sharp, Tim Ainslie, Anna Hemphill, Stephanie Hobson Clair Merriman, Paul Ong, Judy Roche go to contents page > Definitions Placement learning “is a planned period of learning, normally outside the institution at which the student is enrolled, where the learning outcomes are an intended part of a programme of study. It includes those circumstances where students have arranged their own learning opportunity with a placement provider, with the approval of the institution…” (Quality Assurance Agency QAA (2001), Section 9 pg 4, Code of Practice for the assurance of academic quality standards in Higher Education Institutions) Accessed on 24.6.05 www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section9/PlacementLearning.pdf Facilitation roles Those who facilitate placement learning undertake a variety of roles which may include support, assessment and facilitation of learning. There is a wide range of role titles that describe these roles including: Assessor, Mentor, Practice Educator, Preceptor, Clinical Teacher, Associate Mentor, Clinical Educator or Practice Teacher. 2 Version 1 September 2005 © School of Health and Social Care, Oxford Brookes University,...
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...IN HEALTH AND SOCIAL CARE Unit abstract The aim of this unit is to act as a focal point for all other units in the programme and embed the vocational nature of the qualification. In addition to the requirement for work experience and the opportunity to relate theory to practice, the unit will enable you to bring together your learning from other units. You will initially explore factors that affect learning, then plan and monitor your own personal and professional development and reflect on it. You will also gain key understanding of the health and social care sectors, including aspects of service delivery, and the fundamentals of research methodology. This unit explores the different ways in which learning can take place and how learning from individual experience can be used to enhance the quality of knowledge, skills and practice. You will initially explore your own knowledge, skills, practice, values and beliefs in relation to working in health and social care. You will then draw up a personal plan for self-development over the duration of the programme. The unit also introduces you to health and social care service provision. A minimum of 100 hours work experience is required for successful completion of this unit. Learning Outcomes On completion of this unit you should: 1. Understand the learning process 2. Be able to plan for, monitor and reflect on own development 3. Understand service provision in the health or social care sectors ...
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...Diploma in Health and Social Care | Unit number & title: | UNIT 1 – Developing Effective Communication in Health and social care | Description of activity undertaken | Placement Assessment with the On-Site SupervisorPart 1 – Explanation of the key areaIn your supervision meeting with your placement supervisor you will be able to: * Explain the role of effective communication and interpersonal interaction within your placement. * Explain factors that may influence communication and interpersonal interactions within your placement. * Explain the strategies used in your work placement to overcome barriers to effective communication and interpersonal interactions.Part 2 – 2 Observations and Professional DiscussionYour supervisor will need to arrange to observe you participating in a one-to-one interaction and a group interaction within your placement. The Supervisor will then assess your communication and interpersonal skills in relation to each interaction. Within your supervision session, you will need to have a professional discussion to show reflection and learning from these two interactions to show your professional understanding of effective communication within your placement. | Assessment & grading criteria | (P1) Explain the role of effective communication and interpersonal interaction in a health and social care context(P3) Explain factors that may influence communication and interpersonal interactions in health and social care environments(P4)...
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...IN HEALTH AND SOCIAL CARE Unit abstract The aim of this unit is to act as a focal point for all other units in the programme and embed the vocational nature of the qualification. In addition to the requirement for work experience and the opportunity to relate theory to practice, the unit will enable you to bring together your learning from other units. You will initially explore factors that affect learning, then plan and monitor your own personal and professional development and reflect on it. You will also gain key understanding of the health and social care sectors, including aspects of service delivery, and the fundamentals of research methodology. This unit explores the different ways in which learning can take place and how learning from individual experience can be used to enhance the quality of knowledge, skills and practice. You will initially explore your own knowledge, skills, practice, values and beliefs in relation to working in health and social care. You will then draw up a personal plan for self-development over the duration of the programme. The unit also introduces you to health and social care service provision. A minimum of 100 hours work experience is required for successful completion of this unit. Learning Outcomes On completion of this unit you should: 1. Understand the learning process 2. Be able to plan for, monitor and reflect on own development 3. Understand service provision in the health or social care sectors ...
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...environment may be created to foster a long life learning and teaching and the learning strategies that were utilised, coupled with principles of assessment and the assessment tools that were used. The role of a mentor in facilitating learning will also be appraised. What is reflection? According to, Taylor (2000), “reflection means the throwing back of thoughts and memories in cognitive act such as thinking, contemplation, meditation and any other form of attentive consideration in order to make sense of them, and to make contextually appropriate changes if they are required”. The purpose of reflection as stated by John (1999) is to promote desirable practice through the practitioner's understanding and learning about their lived experiences. John (1999) mentorship reflection. This mentorship encourages practitioners to work through a series of reflective cues, the last of which is concerned with personal learning. John (1999) mentorship provides a good example of an approach to reflection on action or reflection on practice. Reflection on action, which takes place after the event, allows the practitioner to revisit an experience with the intention of exploring and learning from an activity. Reflection on action is particularly...
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...the benefit these had on the mentoring process. Several definitions of mentorship will be addressed due to the lack of consensus regarding this. As a result, a clear distinction will be made between the differences of clinical supervision, perceptorship and the mentoring process. This will lead onto the role of the mentor, focusing upon relationships and the different theoretical perspectives around the formation of these. Also being explored in this section will be characteristics needed by the mentor as well as their responsibilities. The following topic to be explored will be learning styles and the environment. A definition of learning will be offered leading onto the learning environment and audits that are in place to ensure placements are up to scratch. This is followed by a description of learning models, looking at research that displays deficits with these. Also being looked at are the individual learning styles and characteristics. The final topic will be assessment; the author will offer a definition of assessment. This will lead onto formative and summative assessment, looking at the advantages and disadvantages of both. Finally, the author will discuss the numerous techniques of assessment. Throughout the assignment conflicting research will be offered thus giving a balanced debate for the chosen topics. The aim of this will be to equip the preparing mentor with sufficient knowledge for the future role. Also it will enable the mentor to adopt a suitable...
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...‘Lisa’ Lisa is a newly qualified social worker who has recently joined the Newfield Children with Disability team. Lisa met her line manager, Jules, and her ASYE assessor, Frank, in her first week in the Newfield Children with Disability team. In the meeting they developed a learning agreement for Lisa’s ASYE. Lisa brought to the meeting a copy of a report from her final placement whilst at university. The report shows that Lisa is an enthusiastic and promising social worker with a good knowledge of social work theory; however, she has not worked in a Children with Disability team before so Frank and Jules agree to provide Lisa with a detailed induction. The learning agreement also set out that Frank and Lisa will meet on a monthly basis to review her work and draw together the assessment evidence for the year. This will be in addition to the supervision that Lisa will have with Jules; they will meet weekly for the first six weeks. In the section of the learning agreement on quality assurance, Jules is named as a third partner who will offer additional support and insight. Based on this, Lisa, Jules and Frank agree to meet together every other month. Lisa and Frank will also have formal review meetings at three and six months. At the end of Lisa’s second month at Newfield, she meets Frank to review her progress. As well as meeting to draw up the learning agreement, they have had a further meeting to discuss Lisa’s work and her capability to work at the required level. In the previous...
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...This essay will explore a case scenario I attended whilst on placement. It will illustrate the fundamental principles of communication applied within inter-professional working. Furthermore, it will identify frameworks and communication tools used effectively in the collaborative of the MDT. The Gibbs' Reflective Cycle (1988) will guide me in my reflection. Although, newer models have since been produced, I believe this model will provide a clear and accurate evaluation of my case scenario. The scenario to be critical analysed is a ‘Manager’s hearing’. This takes place when a person, who previously received in-patient care under a section 3 of the Mental Health Act, is transferred into the community on a CTO. For the purpose of this text, I will not be using the names of those who attend the hearing, therefore, complying with the NMC code of conduct (2008), which enforces the rights to confidentiality for...
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...use of my portfolio in Unit 6 -Personal professional development in health and social care i have been able to track my progress over the two year period. By using certain sections in the portfolio such as section 1 -create a C.V , as a result of doing this i have managed to obtain a part time local job. In another section . I have been able to set myself personal goals, through the use of action plans over the two years. I have managed to achieve most of my set goals and for the ones that haven’t been met i am able to work towards. These goals are proof that i have developed a substantial amount. With the use of other theories, such as Gibbs Model for reflection, I am able to reflect on my own progress in placements , and also asses my performance by using the six main stages in his cycle: Description, Feelings, Evaluation, Analysis, Conclusion and Action plan. By using this technique, I have been able to write reports for assignments explaining what I did on my placements , how I felt towards service users and the task at hand , how well I thought I worked and how effective I performed tasks given to me , I could also then analyse my performance and also say what I would do differently if the event occurred again. Lastly I would also write a plan of what I aim to do on other placements I may attend. This highlights how well I am at making note of my performances on placements with service users and also how critical I am,...
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...Therapeutic Relationship Patients [pic] Translate This Page [pic] Powered by [pic]Translate [pic][pic] Download PDF Free Essay Quote This piece of reflection will focus on my experiences whilst on practice placement; I will be using the (Gibbs 1988, cited in Jasper 2003, p.77) model of reflection. Gibbs cycle is set out in order of categories made up of different headings. (See appendix 1). By using this cycle it allows me to reflect in structured and effective way. The subject of this final piece of reflection will cover the development and utilisation of interpersonal skills in order to establish and maintain therapeutic relationships. Neal (2003, p100) states a therapeutic relationship can be described as being between nurse and patient and is based on patients needs for care assistance and guidance. It is a relationship that is established solely to meet the patient’s needs and therefore, is therapeutic in nature. Chambers et al (2005, p303) suggest interpersonal and therapeutic relationships are at the centre of nursing work, the relationship that exists between nurse and patient can often provide the energy and be the catalyst, the motivation and the source of strength to continue with treatment or face difficult sometimes life threatening situations. I felt the need to develop therapeutic relationships with the patient’s so that they could feel they could put their trust in me, also that I was there to listen and talk to them not just care for them. There...
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...Personal & Professional Development Overall Summary of Placements Over the past year, I have had work experience/placements with children and also adults with learning difficulties. As it has now came to the end of the academic year there are many different skills which I have gained as well as learning about many different parts of health and social care which I never knew before I went on my work placement in both the nursery unit and a supportive living accommodation. I am now going to produce an end of year reflection report concentrating on my personal development, academic development and professional development within work experience/placement. During the past year there are many things which I have learnt about myself which has impacted the work which I carry out in placement. I have learnt that it is important to have more confidence in myself and I have proved myself wrong on a number of occasions by thinking that I could not do something, however once I put my mind to it I was able to carry it out no problem. “Self-confidence is considered one of the most influential motivators and regulators of behaviour in people's everyday lives.” (Bandura, 1986). For example, when I went to my nursery unit placement, I did not think that I could cope with so many young children, however as much as I thought this once I got there and completed my first day, I was shocked to realise how easy it was compared to what I thought. Witnessing staff on how they dealt with it...
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...refection; this element will be written in the first person. The terminology relating to practice teaching has changed over recent years; for the sake of this paper the most recent term of practice educator will be used. The practice learning placement is set in a statutory setting in one of the city’s main hospitals; the student’s role is to work as a member of the hospital social work team. The hospital works within a multidisciplinary team approach which involves all disciplines with the aim of the professional team being to promote the service user’s independence and ensure a safe and timely discharge from hospital (Crawford & Walker, 2005). The dilemma I intend to focus on in this case is that of poor productivity and incompletion of set tasks. It is an expectation expressed by a number of sources such as within the White Paper ‘Working Together; Education & Training’ (DH,1996) as well as policies and procedures where the placement is situated, that students’ will complete set tasks ‘effectively’ and ‘efficiently’ which at this stage of the placement was not being achieved (DH, 1996). The dilemma was causing a number of issues and was having a ‘knock on effect’ to not only the service users’ but also to the rest of the social work team (Durkin & Shergill, 2000); issues relating to how the dilemma was addressed will be discussed throughout the body of the text. The act of ‘adult learning’ according to Jarvis & Gibson (1997, pg 57) is defined as ‘the transformation of experience...
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...the field of nursing, with personal reflection on the authors experience as a mentor in my current role as a community mental health nurse (CMHN). The mentor-mentee learning relationship will be explored and the application of teaching and learning strategies will be examined. The essay will also discuss the responsibility of the mentor in relation to self, others and the professional agenda and will analyse current assessment procedures for nursing students. Following a student journey, the essay will consider how the mentorship process can be improved in the clinical practice environment. In recent years, the National Health Service has undergone huge modernisation and consequently, the preparation of nurses for the future has changed to reflect its new principles. The change in organisational and educational philosophies in teaching nursing has lead to a search for effective strategies that are directed towards making the most of human potential and learning in practice. The clinical experience of nursing students is widely acknowledged as being one of the most important aspects of their educational preparations (English National Board (ENB) & Department Of Health (DOH) 2001a). It is during practice placements that the student learns how to take care of patients, colleagues and others that they work and interact with and it is this practical learning that ensures they are fit for practice and purpose. Within the placement area, we accommodate nursing students...
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