Post on 24-Dec-2015
Continuing Professional Development (CPD) and RCSLT
Dominique Lowenthal
Royal College of Speech and Language Therapists
Professional Development Services Manager
Guide to CPD
1. Today’s objective
2. RCSLT supports PD
3. About CPD
4. HPC and CPD
5. The online CPD diary
6. The CPD Toolkit
7. Programme of CPD
Activities
Where has the impetus for CPD come from?
1. Shift in public perceptions
of professionalism
2. Compensation culture
3. Emphasis on standards
and accountability for CPD
4. It’s no longer acceptable to
‘stand still’
5. Clinical governance
agenda and now KSF
6. Demand for evidence of
learning may increase
post Shipman
7. HPC audit of SLTs CPD
from 2009
Measuring CPD
Inputs (measuring hours, activities, or a
points system)
Outcomes
• What have I learned?
• How has this CPD activity had
an impact on my practice and
been of benefit to service users?
• Robust ‘reflection’
A mixture of the two
Knowledge Skills Frameworkand CPD
1. CPD linked more explicitly to career progression than
ever before
2. RCSLT & KSF guidance is within the CPD Toolkit
& as a link in the CPD diary ‘review an activity’ section
3. CPD Diary forum
HPC and CPD
HPC standards came into
effect in July 2006
Compliance with
standards is a
requirement of registration
Emphasis on outcomes
and a range of activities
2.5% of SLTs will be
audited for period 2007 –
2009. All other SLTs will
self-declare they have
undertaken CPD.
Guidance on HPC &
RCSLT web pages - and
SLT sample profiles
www.hpc-uk.org
The HPC CPD Standards
HPC Registrants must
1. Maintain a continuous, up-to-date and
accurate record of their CPD activities
2. Demonstrate that their CPD activities are
a mixture of learning activities relevant to
current or future practice
3. Seek to ensure that their CPD has
contributed to the quality of their practice
and service delivery
The HPC CPD StandardsCont…
HPC Registrants must
4. Seek to ensure that their CPD
benefits the service user
5. Present a written profile
containing evidence of their CPD
upon request
HPC audit requirements
Front cover
Contents page
Summary of practice history
for the last 2 years (max 500
words)
Statement of how Standards
of CPD have been met
(maximum 1500 words) on
the pro-forma provided
Documentary evidence to
support the statement
RCSLT has produced
samples of summaries and
statements which have been
approved; now jointly badged
with HPC.
These are in the RCSLT CPD
Toolkit.
Extract From HPC Sample Profile
Peer Observation
In order to improve my skills in working with refugee children, I spent several sessions shadowing a more experienced colleague. We undertook several home visits and schools, and I attended two multi disciplinary meetings with her. I also observed a bilingual co-worker with a small parent group.
During the therapy sessions I used the RCSLT peer observation guidance to record my observations. I found this experience very helpful, as it gave me practical ideas as well as helpful insights into working effectively. Following the observation sessions, the therapist agreed to become my mentor. This relationship has contributed greatly to my confidence in working with the children and their families.
Continued…
Extract From HPC Sample Profile
During each mentoring session, (we meet every 6 weeks) we record the objectives for the session, the outcome of the session, and agreed action plans.
Working in a highly pressurised environment where there are children and families with such huge needs can create the feeling that no progress will ever be made by a service like mine.
The communication needs of a child are often very low down the priority list for families who literally have nothing when they arrive in the UK. Understanding about the communication context is therefore vital to the outcome of therapy.
This is possibly the aspect of my work that has changed most over the last two years, as I have begun to understand how to work within the communication environment to greater effect.
HPC CPD Process
Each registrant makes a self-declaration at each registration renewal that they continue to meet the Council’s Standards for CPD
In 2009, sample audits of registrants taken at random from each section of the Register
Submission of a profile of evidence by registrants selected for sample audit
Assessment of the profile against the Standards of CPD using appropriate and experienced Partners
HPC Timeline
July 2006
HPC Standards
come into effect
April 2007 April 2009 Sept 2009
HPC Audits
SLTs
Auditable
What is the role of RCSLT in CPD?
To enhance professional practice through…..
setting standards
monitoring quality
commissioning of post registration CPD
to support RCSLT members in meeting HPC and
employer requirements (diary, toolkit, advice)
RCSLT the key to success with CPD
RCSLT Support- CPD toolkit- CPD Online diary- Online Forum/FAQs- Telephone/email support- CPD opportunities
Linked to KSF
Support SLTs working outside the NHS
Linked to RCSLT certification
CPD based on self assessment
Linked to HPC requirements
Setting standards
Amount Undertake a minimum of 30 hours per year
Type Undertake a mix of CPD activities
Record Maintain an up-to-date record (3 months)
Reflective Maintain a record of the outcome of the learning
30hrs
Record of CPD
Must be an up-to-date record of CPD activity, and must
include a reflective account of the outcome of learning
Evidence will take different forms
(e.g. NHS therapists might use local PDP forms,
Independent therapists can use RCSLT PDP form both can
use reflective practice)
Records can then be used for RCSLT, HPC and KSF
purposes
Providing support…The RCSLT CPD toolkit
Guidance on..
Personal Development Plans
Reflective writing
Significant event analysis
CPD and audit
CPD and peer review
CPD and mentoring
HPC requirements for
CPD
KSF and CPD
NOS and CPD
Providing support and quality monitoring: The CPD diary
Allows SLTs to record CPD activity and reflections on learning
Complies with HPC
Compatible with KSF
Allows RCSLT to
provide members with information on CPD activities
monitor no. hours and provide support to
therapists/assistants if needed.
Target specific SLTs to provide views on policy and news
Most frequently asked questions
How do I reflect on activities that occur
more than once. For example, student
training where the student attends one day
on a weekly basis. Do I need to reflect on
each day or just add one entry for the
whole placement?
The same query applies to formal courses
and research activities which may happen
once a month or once a week.
It depends on whether you want to reflect on every session that you have with a student. For HPC purposes you need to demonstrate that the CPD you do has been of benefit to service users and/or has enhanced service delivery.
1. You need to think about this activity in terms what you have gained from the supervision for your own professional development rather than the amount of time you have spent supervising.
2. You could record all the student supervision you have done during the last 3 months as a single entry in the diary and record the different ways this has helped you develop under different activities within that. This will help you to your reflections on what you have learned as a result of doing those student supervisions.
3. You might be able to work out, that you have spent xx number of hours reflecting on the work and yy number of hours putting together an action plan for how you might do work with your next group of students.
FAQ answer continued
It's similar for courses/conferences. Not every part of the conference or course has to be reflected on and you might want to break the course down into the lectures and workshops components and reflect on these aspects discretely - the diary allows you to do this.
Research activities could be categorised differently depending on whether you are discussing the research with colleagues or at a SIG or if you are undertaking self-directed study as part of the research.
FAQ - Webquest
How should part-time SLTs
record their CPD?
How will RCSLT audit CPD?
I am on maternity leave, do I
still need to do CPD?
What kind of CPD activities
are 'Other'?
To find the answers to these
questions and much more
please visit the FAQs:
http://www.rcslt.org/cpd/cpd_faqs
So what do RCSLT members think of the CPD Diary?
Some
people
think
like this...
“It’s very nice. I just wish they could add a spa.”
…but most members think like this
Thanks to you and your team for setting this all up, I certainly appreciate
all the hard work you've put in on this project and think it's a real credit
to you all that it's so easy to use.
Online CPD stuff looks great - should be much better to keep up to date
with the reflections etc Thanks for all your work on our behalf!
The system is the best compromise for all the diverse CPD functions we
have. I am delighted that our profession is leading the way.
This is very user friendly, like having an experienced and kindly relative
taking you through a procedure which you were dreading but was
actually OK, and dare I say it pleasurable!
Thank you
CPD initiatives should be
driven by a desire to
improve the quality of what
is delivered to clients….not
by a fear of what might be
imposed by others.
Cartoon Source Financial Times 14/11/2005
Feedback
To help us continually improve, we greatly appreciate and
welcome your views, suggestions and comments.
Dominique.Lowenthal@rcslt.org
Thank you.
Reflective Practice Workshop
Dominique LowenthalProfessional Development Services Manager
What will you gain from this online workshop?
During this workshop you will find out what reflective practice is discover the benefits of doing reflective
practice for you and your service learn how to write reflectively using a style
that suits you
Reflective Writing WorkshopContents:
1. Introduction to writing reflectively ___________ Slide
2. Why do reflective writing?______________________ Slide
3. What does reflective writing look like? ____ Slide
4. How do you do it? ________________________________ Slide
5. Help resources ____________________________________ Slide
6. References _________________________________________ Slide
7. Quiz answers_____________________________________ Slide
Welcome to this Online Workshop on Reflective Practice.
You can use this workshop on your own, with a colleague or in a group. We always welcome feedback so please contact us if you have any queries cpd@rcslt.org
We hope you find this useful.
Before we start, either *print out this page or,
on a piece of paper, write 3 things that you may already
know about reflective writing.
1 _______________________________________
2 ________________________________
3 ________________________
1. Introduction to writing reflectively
Personal reflection happens as part of day to day living. If we find ourselves in a difficult or challenging situation, we often spend time ‘reflecting on’ (thinking about) what happened, what went wrong, what we could have done or said differently.
We discuss the event with friends or family. We may choose to deal differently with similar challenges when they happen again. Reflective practice is a learning process, whether it is happening in an informal or formal environment. David Kolb (1984) has created a Learning Cycle that is based on what happens when people learn.
1. Introduction to writing reflectively
Personal reflection happens as part of day to day living. If we find ourselves in a difficult or challenging situation, we often spend time ‘reflecting on’ (thinking about) what happened, what went wrong, what we could have done or said differently.
We discuss the event with friends or family. We may choose to deal differently with similar challenges when they happen again. Reflective practice is a learning process, whether it is happening in an informal or formal environment. David Kolb’s (1984) has created a Learning Cycle that is based on what happens when people learn.
Please note that we refer to a ‘learning event’ throughout
this workshop.
A ‘learning event’ refers to any kind of learning experience
from learning a single fact to attending a conference,
reading a book, learning from a disagreement or learning
how to make a cake.
1.Introduction to writing reflectively Reflective practice at workAs health professionals become more concerned about ‘professional
competence’ and how best to describe it and measure it, the need for personal
reflection on skills, knowledge, attitudes and personal values increases.
RCSLT places considerable emphasis on a reflective approach in its guidance on
continuing professional development. RCSLT broadly defines reflective practice
as ‘the means by which therapists will extend their knowledge and
skills to maintain competence throughout their professional lives’
(RCSLT Competencies Project, 2002, p.2).
In short, the act of analysing and then connecting new
information or experiences to enhance your practice
and benefit your service users.
Kolb’s cycle is the basis of many reflective activities undertaken in a professional (or informal) context.
Kolb said that an individual must go through every stage to fully learn from an experience.
Nursing practice has well established systems and processes which encourage self reflection (Johns, 1995, Foster and Greenwood, 1998, Heath, 1998).
1. Introduction to writing reflectively Kolb’s reflective cycle
Over to you….
Think of a recent learning experience and break it down into each of Kolb’s stages.
1. Introduction to writing reflectively
Please remember
Reflective writing is a major part of the learning experience!
Writing makes your thoughts visible. When you write reflectively, you create a cycle of connections among thinking, planning and acting.
1. Introduction to writing reflectively
Summary Quiz
Which of the following statements are true or false?
a) Reflective thinking only happens at work True / False
b) Reflective thinking is a way to focus your thoughts into planning and action True / False
c) Kolb said that an individual must go through at least one stage to fully learn from an experience. True / False
Look back through the previous section or CLICK HERE FOR ANSWER )
Before we start, write 3 things that you already
know about reflective practice and writing.
1 _______________________________________
2 ________________________________
3 ________________________
Do you remember this
screen from the
beginning of this
section?
How did you do?
Is there any more
information that you
would add to it now?
1. Introduction to writing reflectively
Reflect checkpoint
1. Introduction to writing reflectively
Summary
Excellent, in this section you have covered:
What reflective practice is
An example of a learning process by David Kolb (1984)
2. Why do reflective writing?
BACK TO MAIN MENU
Please list 5 benefits that you think there might be to doing
reflective writing:
1 _______________________________________
2 _______________________________________
3 _______________________________________
4 _______________________________________
5 _______________________________________
(c) 2007 RCSLT 45
How did you do?
You can use reflective writing to:
analyse complex and challenging situations
explore communication and relationships with colleagues
consider the way you make decisions
make connections between your non-work activities and your practice
improve your memory of your learning activities
improve your researching skills
Compare your answer with some of the answers we came up with…
make it more likely that you will put what you have learned into practice
improve your problem solving skills – (you’ll find that you can solve new problems more easily when you develop your analytical ability and have reflected on similar problems before)
To help you identify gaps in skills and knowledge and learning needs – career plan, personal objectives, Performance Development Plan (PDP)
If you complete a Personal Development Plan (PDP) or another form
of career plan, then information you have recorded in your
reflective writing will be invaluable - such as how
you have enhanced your service through your
learning.
Your reflective writing will also help you to
decide what your future learning needs
will be, to help you build the skills and
knowledge you need to develop your
career.
You should record your reflective writing in your online CPD diary,
which you can print out to put in your PDP folder if you wish.
2. Why do reflective writing? Reflective practice and your career plan
In July 2006 the Health
Professions Council
introduced new standards
concerning CPD.
More information is
available from the HPC
website www.hpc-uk.org
Reflective practice and HPC
HPC standards say that registrants (health
professionals registered with them) must:
1. maintain a continuous, up-to-date and
accurate record of their CPD activities;
2. demonstrate that their CPD activities are
a mixture of learning activities relevant
to current or future practice;
3. seek to ensure that their CPD has
contributed to the quality of their
practice and service delivery;
4. seek to ensure that their CPD benefits
the service user; and
5. present a written profile containing
evidence of their CPD upon request.
2. Why do reflective writing?
2. Why do reflective writing? Reflective practice and HPCThe standards mean the following:
You must keep a record of your CPD, in whatever format is most convenient for you.
You must make sure your CPD is a mixture of different kinds of activities – not just
one kind of learning – and that it’s relevant to your work. It could be relevant to your
current role or to a planned future role.
You should aim for your CPD to improve the quality of your work. It may not actually
improve your work, due to factors beyond your control, but when you choose your
CPD activities you should intend for them to improve your work.
You should aim for your CPD to benefit service users. As above, you may not be
able to make sure that this happens, but you should have the intention of benefiting
service users. Depending on where and how you work, service users might include
patients, clients, your team, or students.
If you’re audited, you need to send the HPC a CPD profile to show how you have
met their standards.
2. Why do reflective writing? Please remember
Reflective writing helps you to squeeze all the goodness out of your learning…
2. Why do reflective writing? Summary Quiz
Which of the following is associated with reflective practice?
a) Improved memory of your learningb) Evidence and preparation for your career
planningc) A way to analyse your decisionsd) A systematic way to keep your patient records
organised
Look back through the previous section or CLICK HERE FOR ANSWER
2. Why do reflective writing? Summary
Excellent, in this section you have covered:
Why reflective writing can be beneficial for:
You Your patients Your service Your HPC
responsibilities
3. What does good ‘reflection’ look like?
In this section we are going to:
consider what makes ‘good’ reflection ‘good’
explore different kinds of reflective writing
look at some different levels of quality writing
BACK TO MAIN MENU
3. What does good ‘reflection’ look like?
Think of reflective writing as being a development from a basic description to a deep analysis of an experience.
The challenge is to go beyond descriptive writing and focus on quality, not quantity.
not quantity Quality
1. _______________
2. _______________
3. _______________
3. What does good ‘reflection’ look like?
Reflective writing developmentBoth examples are writing about the same learning event.
Which do you think is better and why?Please give 3 reasons.
CLICK HERE FOR POSSIBLE ANSWERS (Slide 88)
3. What does good ‘reflection’ look like? Reflective writing development
‘Shopping list’ of what you
did
Doesn’t make sense to you
in 6 weeks time
Doesn’t connect your new
knowledge to your practice
2-D 3-D
Black & white
It’s not just about saying what you did, it’s about saying why you did it, what you learned from it and what you might change because of it in the future.
Basic description Deeper analysis
3. What does good ‘reflection’ look like? Extend your thinkingImagine that youlearn this fact from a newspaper article:
“Human aggression increases in hot weather. “
Recording this may take a few seconds, but then imagine extending this idea - seeing its implications, wondering about possible solutions and applications…
3. What does good ‘reflection’ look like? Extend your thinking
“Human aggression increases in hot weather.”
Are people more aggressive in hot regions than in cold
regions?
If discomfort causes aggression, why aren’t people just as
aggressive in uncomfortably cold weather?
Are workers in hot factories more aggressive than workers
in cooler factories?
Would Polar bears become more aggressive
in warmer climates?
3. What does good ‘reflection’ look like? Extend your thinking: A world of learning possibilities…
Extending your thinking is also about noticing all
the experiences/events around you that could be
learning opportunities…
Extend your thinking: A world of learning possibilities…
3. What does good ‘reflection’ look like? Recording the variety of your learning
You have just seen many different learning opportunities and there
are many more that you might find relevant to your practice.
The Health Professions Council (HPC) CPD standards state that you
must be able to demonstrate that your CPD activities are a mixture
of learning activities relevant to current or future practice. To help
you with this, HPC have created 5 categories for you to group your
learning activities.
You can record your learning activities into these categories in your
RCSLT Online Diary.
A – WorkbasedFor example: Learning by doing, Case studies, Reflective practice, Clinical audit, Coaching from others, Discussion with colleagues, Peer review, Gaining and
learning from Experience, Involvement in wider work of employer e.g. representative on a committee, Shadowing, Secondments, Job rotation, Journal club, In-service training, Supervision of staff/students, Visits to other departments and reporting back, Role expansion, Critical incident analysis, Completion of self-assessment, questionnaires, Project work/management.
B – ProfessionalFor example: Involvement in a professional body, Member of specialist interest
group, Lecturing/teaching, Mentoring, Examiner, Tutor, Branch meetings, Organising journal clubs or other specialist groups, Maintaining and/or developing specialist skills e.g. musical ability, Expert witness, Member of other professional bodies/groups, Presentation at conferences, Organiser of accredited courses, Research supervision, National assessor
The CPD Diary has learning activities in different categories (A – E)
C – Formal
For example: Courses, Further education, Undertaking research, Attendance at conferences, Submission of articles/paper, Seminars, Distance learning, Courses accredited by professional body, Planning or running a course.
D – Self directed
For example: Reading journals/articles, Review of books/articles, Updating knowledge via www/TV/press, Progress files
E – Other
For example: Public service, Voluntary work, Courses
The CPD Diary has learning activities in different categories (A – E)
3. What does good ‘reflection’ look like?
Each person has a unique way of writing. In the following pages there
are five examples of how you might record events submitted by
RCSLT members.
1. Computer skills Course
2. Attending a SIG
3. Watching a documentary
4. Attending a staff presentation
at work
5. Peer Observation
Computer Skills Course
“In my 2007 PDP, my manager and I agreed that there was a need to develop my
computer skills, as I had not received any formal training in this area. I was given the
opportunity to enrol on a computer skills course locally.
Although the course was demanding in terms of time, and I had concerns about its
impact in the short term on my work, I found very quickly that there were benefits not
only for me but for my team.
As a result of going on this course, I had a better grasp of using the computer to
create handouts / documents as well as improving my record keeping…
3. What does good ‘reflection’ look like? Example 1: Computer skills CourseHPC Category C – Formal Learning
Computer Skills Course (cont’d)
…It has also meant that I spend less time on the computer than I used to, freeing me
up to spend more time with other work. I’ve also been able to watch other people
using the computer and learn some really useful shortcuts that would have been
beyond my comprehension before the course.
I also received new insights into my own skills and abilities, and realised that I’m not
as ‘silly’ as I thought, in fact I’m feeling much more confident and excited about the
computer rather than dread. I’m going to do a short presentation/workshop at the
next team meeting with my colleagues and show them some of the valuable tips I’ve
learned that will save everyone time. “
3. What does good ‘reflection’ look like? Example 1: Computer skills CourseHPC Category C – Formal Learning
3. What does good ‘reflection’ look like? Example 2: Attending a SIGHPC Category B – Professional Learning
Membership of Special Interest Group Discussed how to adapt Lidcombe therapy for stammering for families who speak other languages. In particular, changes to the service were agreed for when working with children who stammer whose families do not speak any English.
Learned further information about working with families who speak other languages and from other cultures. Particular focus on services for children who stammer. Learned about and discussed in groups how to adapt current provision for families for whom English is not their first language.
Please note: Not all CPD looks the same, the important thing is that it works for you and that it would make sense to a 3rd party
3. What does good ‘reflection’ look like? Example 3: Watching a documentaryHPC Category D – Self directed
Channel 4 documentary “Help me Speak” (Stuttering)Identified this programme as useful for showing to potential clients as part of therapy and use sections as facilitation for brainstorming, problem solving and counting activities.
Important media overview of SLT options available for stuttering and how portrayed to general public. Emphasised the variation in services available for stutterers in different parts of the country. Useful accessible info to potential service users to approach the SLT service with and supported questions about therapy options and outcomes. Discussed with specialist SLT in stuttering.
3. What does good ‘reflection’ look like? Example 4: Attending SLT presentations at staff meeting HPC Category A – Workbased
Alternative ways to deliver a service to autistic pupils in mainstream secondary schoolsAlthough not my main work area this was a thought provoking presentation on an innovative way to support high functioning teenagers attending mainstream schools. A very effective lesson on ‘thinking outside the box’! Have since worked with the team to look at creative ways to support our clients who sit outside the main class group.
Choosing Health This presentation from the PCT’s health team brought forward the trust’s agenda of health for all by encouraging positive health choices e.g. giving up smoking, healthy eating etc. We explored ways we could implement this by weaving it into our daily practice e.g. during home visits, topic work with clients etc. Has far reaching consequences, easy to implement and yet a powerful way to support the health agenda. Not something I had considered but so easy to do and effective too!
3. What does good ‘reflection’ look like? Example 5: Peer ObservationHPC Category A – Workbased learning
Peer Observation
In order to improve my skills in working with refugee children, I spent several sessions shadowing a more experienced colleague. We undertook several home visits and schools, and I attended two multi disciplinary meetings with her. I also observed a bilingual co-worker with a small parent group.
During the therapy sessions I used the RCSLT peer observation guidance to record my observations. I found this experience very helpful, as it gave me practical ideas as well as helpful insights into working effectively. Following the observation sessions, the therapist agreed to become my mentor. This relationship has contributed greatly to my confidence in working with the children and their families.
3. What does good ‘reflection’ look like? Please remember
The important part is the reflection on what the
learning event has taught you that will enable you to
provide a better service for your patients.
3. What does good ‘reflection’ look like? Summary Quiz - 1 of 3
Which of the following statements are true or false?
a) It’s quality not quantity that counts with reflective writing True / False
b) It’s essential to write about how your learning will impact your service True / False
c) It’s not just about saying what you did, it’s about saying why you did it, what you learned from it and what you might change because of it in the future True / False
Look back through the previous section or CLICK HERE FOR ANSWER
3. What does good ‘reflection’ look like? Summary Quiz - 2 of 3
Imagine you learn the following fact from a newspaper.
What questions could you ask to extend this knowledge further?
Please write at least 4 questions
3. What does good ‘reflection’ look like? Summary Quiz
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
Imagine you learn the following fact from a newspaper: “The average person falls asleep in seven minutes.”
What questions could you ask to extend this knowledge further? Please write at least 4 questions
CLICK HERE FOR POSSIBLE ANSWERS
CLICK HERE FOR POSSIBLE ANSWERS
_____________________________________________________________________________________________________________________________________
3. What does good ‘reflection’ look like? Summary Quiz 3 of 3
The following is an extract from a SLT’s reflective writing journal.
Do you feel this is a good piece of reflective writing? What about the subject matter, is it appropriate to their practice?
3. What does good ‘reflection’ look like? Summary
Excellent, in this section you have learned:
that reflective writing needs to be an analysis and not just a basic description
that your reflective writing needs to make sense to you in the future
how to start extending your thinking to squeeze the most learning out of a learning event
that there are a wide variety of learning opportunities
You have also seen 5 different examples of reflective writing
4. How do you do it?
You have seen why it’s valuable to do reflective writing and
you’ve seen some examples, now it’s time to start looking at
how you could do it.
Over to you…BACK TO MAIN MENU
4. How do you do it?
Remember Kolb?
Let’s go through the stages of Kolb’s cycle to learn how to do reflective writing.
Write a piece of reflection on 11 thing you have learned today.
* Please note if you are doing this workshop in a group or pair that you will be swapping your piece of reflection later on.
Concrete Experience
4. How do you do it?
Concrete Experience
Write a piece of reflection on 11 thing you have learned today. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. How do you do it?
Keep your reflection handy
Great, now let’s look at some tips and techniques.
As we do that, please keep your piece of reflection handy to:
1) See whether your reflective writing already contains some of the tips and techniques
2) Consider whether your piece of reflective writing could be improved
Reflective Observation
4. How do you do it?
Ground ‘rules’
There are a few ground rules about writing in a reflective way.
1. Always be explicit about how the learning will positively
impact your practice & patients
2. Write in the first person
3. Write honestly
4. Write as if you were writing to your future self
5. Remember to maintain patient confidentiality in your
writing
4. How do you do it?
Different optionsAs we mentioned earlier, there is no single correct way to do reflective writing. There are in fact many styles and techniques that people use to help them to get the most out of their learning experiences.
Next, we are going to present you with three different techniques for doing reflective writing. You can use one, a combination of them all or create your own technique.
1. Take an emotional perspective
2. Using set questions
3. Using open-ended questions
4. How do you do it?
Option 1: Take an emotional perspectiveMany of the texts on reflective writing encourage practitioners to write about
their emotional reactions to situations (Bolton, 2001, Johns, 1995, 2004).
Bolton suggests reflecting on;
actions (what you did)
ideas (what you thought about)
feelings (what you made of it all)
Writing about these three aspects may be a good place to start if you feel
uncertain about reflective writing. It may not seem appropriate to you to
explore feelings in the context of reflections on CPD events. However, many
of the challenges of therapists’ or assistants’ work do have an ‘emotional’
component to them.
1. Think of a recent therapy session/CPD activity or event
2. Describe the session/experience
3. What did this session make you feel?
4. What would you want to change?
5. What has this session has taught you?
This can be anything – an experience with an individual client, a short course, a supervision session, a presentation to a SIG, a review of an article, writing a business plan, completing a funding application, writing an induction course, attending a case conference, designing an audit questionnaire.
4. How do you do it?
Option 2: Using set questions
1. Think of a recent therapy session/CPD activity or event
2. Describe the session/experience
3. What did this session make you feel?
4. What would you want to change?
5. What has this session has taught you?
Describe briefly what happened, what you did, who else was involved, how long it took. Write in the first person.
4. How do you do it?
Option 2: Using set questions
1. Think of a recent therapy session/CPD activity or event
2. Describe the session/experience
3. What did this session make you feel?
4. What would you want to change?
5. What has this session has taught you?
This question may or may not be relevant. If you are describing a difficult clinical situation, then write about how you felt during and afterwards. If you are describing attending a workshop, then you may not think this question is relevant.
4. How do you do it?
Option 2: Using set questions
1. Think of a recent therapy session/CPD activity or event
2. Describe the session/experience
3. What did this session make you feel?
4. What would you want to change?
5. What has this session has taught you?
Again this may or may not be relevant, but it is encouraging you to think reflectively about the experience or event. You may use it to reflect retrospectively, (on what you would have done differently), or you may use it to reflect prospectively (on what you think might change as a consequence of the event).
4. How do you do it?
Option 2: Using set questions
1. Think of a recent therapy session/CPD activity or event
2. Describe the session/experience
3. What did this session make you feel?
4. What would you want to change?
5. What has this session has taught you?
Write down what you have learnt from this event. You may be able to make a summative list of what you have learnt, or you may want to write down more ‘subjective learning’ (‘I was really struck by what the speaker said about X…as it related to my own situation at Y clinic.’). Both are equally important.
4. How do you do it?
Option 2: Using set questions
4. How do you do it?
Option 2: Using set questions
EXAMPLE - An experience on a hospital ward
1. Think of a recent therapy session/experience you have had with a client.
23 September 2006 4.30pm Ward 2a
2. Describe the session/experienceWent to see a patient with aphasia who I had seen several times before on that ward. Wasn’t sure I was going to get to see her that day, as I had been very busy with lots of new referrals.
When I arrived at her bedside, she was obviously distressed. I asked her what was wrong.
She said something, but I could not make it out at first. Then she pointed to her bed. I saw that it was wet. I realised that she was lying in a soaking wet bed.
I told her that I would go and find someone who could change her bed linen for her. She just cried out ‘No! and held out her hand to me.
4. How do you do it?
Option 2: Using set questions
EXAMPLE - An experience on a hospital ward… cont’d
…I left her and went to find a nurse or support worker, but there was no one there. I could still hear her crying out in a loud voice; ‘No!’ over and over again. I didn’t know what to do next so I left the ward and went back to the Department. There was no one there, everyone had gone home. So I went home, too.
3. What did this session make you feel?
Embarrassed, angry, helpless, panic stricken at the end, wanting to escape from the situation.
4. What would you want to change?
My own emotional reaction to the situation. I felt powerless to help, beyond my capacity. I didn’t know if I should stay with her and try and change the sheets, or stay with her and just be there (afterwards I wondered if she was calling out ‘No!’ because she didn’t want me to go away and leave her). I know I left before checking that out with her. I didn’t wait and try and understand what she was trying to say to me in saying ‘No!’ I just left. I felt terrible.
4. How do you do it?
Option 2: Using set questions
An experience on a hospital ward… cont’d
5. What has this session has taught you?
Being on a ward can be so demanding emotionally and so unpredictable. I need to work at staying with the situation, even when it feels out of my control, not thinking of ways to escape situations I find difficult or embarrassing. I didn’t see this from the patient’s point of view, but from my own.
I probably need to talk about this with a more experienced colleague. Try and work out some way of dealing with this sort of situation.
4. How do you do it?
Option 3: Using open-ended questions
Useful questions for prompting reflective writing
The following questions are ‘prompts’ that may help you to start writing reflectively. They are there to help you move beyond going from basic descriptions towards a more profound learning experience.
You may find that these questions are useful to get you started but once you practice writing reflectively you may no longer need them.
Description:
You may find it helpful to start with a pure description that is not reflective at all – but sets the scene for your reflective thinking.
What is the learning experience?
What happened?
What subject areas did it cover?
When did it happen?
4. How do you do it?
Option 3: Using open-ended questions1. How did the learning event compare to my learning expectations of what I
thought the event would be like to how it actually was?Are there any issues that need to be analysed?
2. What have I gained in knowledge or skills from this learning event?
3. Has this learning event enabled me to enhance my service delivery? If yes, how? If no, why not?
4. What can I put into practice immediately to benefit service users?
5. What would I like to put into practice in the medium/long term to benefit service users?
6. What further reading, research or study could I do?
7. What are other influences (knowledge, opinion, past experience) that have shaped my learning?
8. How will I share this work/ the outcomes of this course with colleagues and other professionals?
4. How do you do it?
Option 3: Using open-ended questions
Prompts for reflecting on a positive or negative event:
How might have you tackled the task differently if the time/place/situation was different?
Are there previous instances of this event that will help you to think differently about it? If yes, what?
What are the positive or negative aspects that helped the situation to be successful or unsuccessful?
Is there another point of view that you could explore?
Are there ethical / moral / wider social issues to consider?
In an ideal world what would you change? (don’t hold back!)
What steps could you take to prevent (or repeat) this event in the future?
If you are reflecting on an event that has happened at work (sometimes known as a Significant Event Analysis or Critical Incident Analysis) you may wish to use the following open-ended questions.
4. How do you do it?
Drawing conclusions
You have now seen some different techniques for writing reflectively. Was it helpful?
Take another look at your piece of reflection, if you have a partner swap your reflection with them. If not, then you can do this activity independently.
>> Please go to the next slide for instructions.
Drawing Conclusions
4. How do you do it?
Drawing conclusions
If you are in a pair, read each other’s piece of reflective writing and ask each other prompt questions to develop the learning further. Use some of the questioning techniques from the previous slides.
If you are doing this activity independently, go back through this section and ask yourself questions from the previous slides to see if you could gain anything more from the learning event you wrote about.
Drawing Conclusions
4. How do you do it?
Drawing conclusions
Discuss either independently or in your pair.
What (if anything) would you do differently next time you did some reflective writing?
Drawing Conclusions
4. How do you do it?
Summary Quiz - 1 of 2
What were the 5 ground rules for writing reflectively?
1. ____________________________________
2. ____________________________________
3. ____________________________________
4. ____________________________________
5. ____________________________________
Look back through the previous section or CLICK HERE FOR ANSWER
4. How do you do it?
Summary Quiz - 2 of 2 Active Experimentation
Independently, please write a reflective analysis of what you have learned from this workshop.
You can use one, or a combination of the techniques listed in this section.
Active
Experimentation
4. How do you do it?
Summary
Great, in this section you have covered:
The ground rules for reflective writing
3 different techniques for writing reflectively
You have also practiced writing reflectively using Kolb’s cycle.
Help Resources
The RCSLT CPD Toolkit contains guidance on..
Personal Development Plans
Reflective writing
Significant event analysis
CPD and peer review
CPD and mentoring
NHS KSF and CPD
http://www.rcslt.org/cpd/toolkit
Other CPD resources available from the RCSLT website:
CPD Frequently asked questions
Getting started with the online diary e-learning
Check the website for latest resources
http://www.rcslt.org/cpd/resources
CPD events information
http://www.rcslt.org/cpd/cpdevents BACK TO MAIN MENU
References Bolton, G. (2001) Reflective Practice.
London: Sage.
Foster, J., Greenwood, J. (1998)
Reflection: a challenging innovation for
nurses.
Contemporary Nurse 7: 165-72.
Gibbs, G.(1988) Learning by Doing: A
Guide to Teaching and Learning methods.
Heath, H. (1998) Keeping a reflective
practice diary: a practical guide. Oxford:
Oxford Brookes University.
Nurse Education Today 18: 592-8.
Johns, C. (1995) The value of reflective
practice for nursing. Journal of Clinical
Nursing 4:23-30.
Johns, C. (2004) Becoming a Reflective
Practitioner (2nd Ed) Oxford: Blackwells.
Kolb, D. (1984) Experiential Learning.
London: Prentice Hall.
RCSLT. (1997) Personal and Professional
Development Planner (PPDP).
RCSLT. (2002) Demonstrating
Competence through Evidence of
Continuing
Professional Development. London:
RCSLT. (2004) Understanding CPD.
RCSLT Bulletin, December, 632 13-16.
Schon, D. (1983) The Reflective
Practitioner; How Professionals Think in
Action. New York: Basic Books~
http://www.infed.org/thinkers/et-schon.htm
Feedback
To help us continually improve, we greatly appreciate and
welcome your views, suggestions and comments.
cpd@rcslt.org
Thank you.
QUIZ ANSWERS
The following pages contain the answers to the
quizzes in this workshop.
BACK TO MAIN MENU
1. Introduction to writing reflectively
Summary Quiz - 1 of 2
What were the 4 stages in David Kolb’s learning process cycle?
a) Active experimentation b) Concrete experience c) Active assumptionsd) Drawing conclusionse) Reflective observationf) Positive reinforcement
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1. Introduction to writing reflectively
Summary Quiz - 2 of 2Which of the following statements are true or false?
a) Reflective thinking only happens at work True / False
b) Reflective thinking is a way to focus your thoughts into planning and action True / False
c) Kolb said that an individual must go through at least one stage to fully learn from an experience. True / FalseKolb said that an individual must go through every stage to fully learn from the
experience.
Reflective thinking happens all the time in both your private and professional lives.
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2. Why do reflective writing? Summary Quiz - 1 of 3
Match each action to a corresponding benefit (Draw a line from one to the other)
1. Recording the event
2. Connecting the event to your practice
3. Analysing disagreements
4. Experimenting with different possible solutions
5. Adopting a ‘reflective practice’ attitude
a. Enables an objective perspective
b. Improves memory retention
c. Benefits your patients and service
d. Can improve your communication and/or decision making (either at home or at work)
e. Enhances your problem solving skills
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2. Why do reflective writing? Summary Quiz - 3 of 3
Which of the following is associated with reflective practice?
a) Improved memory of your learningb) Evidence and preparation for your career
planningc) A way to analyse your decisionsd) A systematic way to keep your patient
records organised
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1. 2nd example, is more
explanatory
2. It will still make sense in
the future
3. It connects their new
knowledge to their
practice
3. What does good ‘reflection’ look like?
Reflective writing development
Both examples are writing about the same learning event.
Which do you think is better and why?Please give 3 reasons.
Here’s what you might have written
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3. What does good ‘reflection’ look like? Summary Quiz - 2 of 3
Which of the following statements are true or false?
a) It’s quality not quantity that counts with reflective writing True / False
b) It’s essential to write about how your learning will impact your service True / False
c) It’s not just about saying what you did, it’s about saying why you did it, what you learned from it and what you might change because of it in the future True / False
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3. What does good ‘reflection’ look like? Summary Quiz - 3 of 3
Imagine you learn the following fact from a newspaper.
What questions could you ask to extend this knowledge further?
Please write at least 4 questions
3. What does good ‘reflection’ look like? Summary Quiz - 3 of 3
1. What else did that research show?
2. Was it just adults, or does the same rule apply to children?
3. Does this have any implications for my long distance driving?
4. If I don’t fall asleep in that time, should I be concerned?
5. What does ‘average’ mean?
6. How many hours sleep should I have to get the perfect night’s rest
and be more alert the next day?
Imagine you learn the following fact from a newspaper: “The average person falls asleep in seven minutes.”
What questions could you ask to extend this knowledge further? Please write at least 4 questions
There was no wrong answer here. There are many questions that might arise
out of this one fact.
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3. What does good ‘reflection’ look like? Summary Quiz 4 of 4
The following is an extract from a SLT’s reflective writing journal.
Do you feel this is a good piece of reflective writing? What about the subject matter, is it appropriate to their practice?
Learning a new language can be a valuable transferable skill but may not be appropriate to a clinical setting. Using new language skills within your speech therapy is not in line with the RCSLT standards.
The guidance on working with bilingual service users, as set out in CQ3, is that therapy should be delivered in conjunction and consultation with bilingual assistants or interpreters.
If you are working with clients for whom English is not their primary language the RCSLT would strongly encourage you to refer to CQ3 (Chapter 8) and also to seek advice from SLT colleagues; there are Bilingual SIGs and RCSLT advisors whose expertise is bilingualism.
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4. How do you do it?
Summary Quiz - 1 of 2
What were the 5 ground rules for writing reflectively?
1. Always be explicit about how the learning will positively
impact your practice & patients
2. Write in the first person
3. Write honestly
4. Write as if you were writing to your future self
5. Remember to maintain patient confidentiality in your
writing
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THE END