continuing professional development (cpd) and rcslt dominique lowenthal royal college of speech and...

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.

[email protected]

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 [email protected]

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.


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.


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.


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?


Reflect checkpoint


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


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. _______________


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)


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


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



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


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


Concrete Experience

Write a piece of reflection on 11 thing you have learned today. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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


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


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


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.


Option 2: Using set questions






Describe briefly what happened, what you did, who else was involved, how long it took. Write in the first person.








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.








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).








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.





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.



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.


Embarrassed, angry, helpless, panic stricken at the end, wanting to escape from the situation.


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.



An experience on a hospital ward… cont’d


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.


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?


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?


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.


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


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


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


Summary Quiz - 1 of 2

What were the 5 ground rules for writing reflectively?

1. ____________________________________

2. ____________________________________

3. ____________________________________

4. ____________________________________

5. ____________________________________



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


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.

[email protected]

Thank you.

QUIZ ANSWERS

The following pages contain the answers to the

quizzes in this workshop.

BACK TO MAIN MENU



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

CLICK HERE TO GO BACK TO THE WORKSHOP


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.


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


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


1. 2nd example, is more

explanatory

2. It will still make sense in

the future

3. It connects their new

knowledge to their

practice


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




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



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


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.


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.




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


THE END

continuing professional development (cpd) and rcslt dominique lowenthal royal college of speech and...

Documents

standards of cpd

cpd hpc standards

cpd activity

rcslt cpd toolkit

programme of cpd activities

hpc audit of slts cpd

cpd diary forum

online cpd diary