Explain the role of reflection in health and social care practice

Unit 2: Demonstrating Professional Principles and Values in Health and Social Care Practice

Unit code A/616/1636
Unit type Core
Unit level 4
Credit value 30

Introduction
Reflecting on our daily activities is an automatic process: it is part of human nature, and something conducted often unconsciously. Reflective practice involves selfobservation and evaluation with the goal of refining practice on an ongoing basis. Reflecting on what we do is a fundamental skill that helps us to develop, improve personally and professionally. It is an active, dynamic process that also helps develop confidence in our ability to perform our daily working practice and to become proactive, professional leaders. The art of reflection is a tool that students will carry with them through and beyond their educational journeys and is a requisite for many roles in the sector. Developing the necessary skills early helps students to be prepared for their career progression pathways.

This unit is intended to run alongside other units in this qualification in order that students may gather evidence to compile a Professional Learning and Development Portfolio (PLAD) which captures evidence of learning and development against a framework of Practice Themes which forms the essential core running through the unit. The unit aims to develop the skills and knowledge necessary for students to reflect on their own and others’ daily practice and improve students’ own practice and professional development.

Students will firstly develop an understanding of the purpose and importance of continually reviewing their own practice and professional development through an exploration of the benefits and issues associated with reviewing practice. They will then develop their knowledge and skills of theoretical models and other techniques needed to support them in carrying out active, dynamic, action-based, real-time reflection. Students will record their evidence in the PLAD which will comprise learning from this and other units on an ongoing basis. Finally, students will evaluate their reflective journeys and the effectiveness of the PLAD in supporting their ongoing personal and professional development.

On successful completion of this unit, students will have gained the necessary knowledge and skills to complete a professional development portfolio that records evidence of a continuous cycle of reflection and improvement of knowledge and skills and be able to plan for their future career pathway

 

Learning Outcomes
By the end of this unit students will be able to:

  1. Explain the role of reflection in health and social care practice
  2. Use the Practice Themes as a framework for reflection
  3. Demonstrate active, ongoing, critical reflection of learning experiences
  4. Assess the overall success of own reflective journey and consider future career pathway.

Essential content
LO1 Explain the role of reflection in health and social care practice The purpose of reflection in health and social care practice
For understanding the self, values, attitudes, approaches and behaviours against those required to carry out work role To work with and collaborate effectively with others To influence and change own and other’s values, attitudes, approaches and behaviours, e.g. challenging hidden assumptions
For evaluating and revising own practice and influencing organisational change Can be used to keep current with knowledge and practice Operates as a continuous cycle enabling the building and checking of changes that result in positive outcomes Benefits of conducting reflective practice for personal and professional development Professional development and progression in career pathways Recognising own development and learning and building confidence in skills

Keeping up to date with latest incentives, legislation, policy and best practice
Personal benefits outside professional learning and development, e.g. relationships, health and wellbeing
Contributing to developing a highly proficient and professional workforce
Enabling the provision of high-quality care and services for service users meeting individual needs, safeguarding and protecting individuals, promoting dignity, diversity and inclusion
Issues connected with ineffective reflective practice
Effects upon career progression
Unmotivated workforce leading to poor quality care and provision
Effects on multi-agency working and partnerships
Physical and psychological health safety and wellbeing of individuals
Typical models used to reflect on knowledge and skills
Gibbs (1998) reflective cycle
Johns (2000) Model for Structured Reflection
Rolfe’s Framework for Reflective Practice
Kolb’s experiential learning framework
Schon’s reflection in action and reflection on action

Tools and techniques to gather evidence to reflect on practice The Practical Learning and Assessment Documentation portfolio (PLAD) as a means to gather evidence of reflective learning and development, e.g.: records of one-to-one and group appraisals, assessments and feedback from
colleagues, professionals, assessors, family, friends and service users records of supervisor/assessor observations of practice diaries of practice work placement timesheets witness testimony other evidence of practice/learning on placement reflective accounts on learning using own or others’ models of reflection narratives and case studies reflections induction records, certificates of training and CPD self-learning through internet, media and other sources collaborative action learning group reflection evidence of practice or learning from other units development plans.

LO2 Use the Practice Themes as a framework for reflection

Gathering evidence of how the Practice Themes are applied to all areas of practice across the qualification, and in own performance in the workplace Theme 1. Law, Regulation and Ethical Practice:
Evidence of understanding and experience of working in line with regulated ways of working and duties in supporting and caring for individuals and others, e.g. responsibilities and duty of role, case management, supervision and teaching, personal development, team working, assessment of
individual’s needs, communication strategies, personal centred care and wellbeing, physiological care, risk management, equality and diversity and quality care procedures Evidence of taking personal responsibility, working independently within defined parameters of practice

Using initiative in a variety of situations and performing a range of skills consistent with own roles, responsibilities and professional values Theme 2. Professional values, attitudes and behaviour in health and social care practice evidenced through:
Exploring own values, attitudes and behaviours and how they impact on the work done with others
The values, attitudes and behaviours of others and how to promote positive working and caring relationships

Exploring own communication style and how to use and adapt communications to different audiences reflecting individual needs of others Communicating purposefully and appropriately using different forms, verbal, written, electronic, non-verbal Exercising own skills attitudes and behaviours to support personal development of self and others Commitment to adopting a person-centred approach, working with colleagues and individuals to promote quality care and services that ensure the health, safety and wellbeing of individuals

Demonstrating courage to challenges faced in different contexts and be adaptable to change
Theme 3. Health, Safety and Safeguarding through the Lifespan and how skills and knowledge are demonstrated through:

Carrying out roles and responsibilities in ensuring the health, safety and wellbeing of colleagues, service users and others visiting the premises Own roles and responsibilities following and adhering to principles of safeguarding and protection, e.g. whistleblowing, recording and reporting,
knowing when to escalate concerns and seek support

Theme 4. Valuing and promoting diversity, difference and inclusion evidence through:
Own fair and equitable treatment of and response to individual service users and others, inside and outside own work setting, regardless of their personal defining characteristics Making adjustments to own working practices, behaviour and approach to meet the needs of individual service users and their loved ones Making adjustments to own working practices, behaviour and approach to
meet the needs of the organisation, colleagues and other professionals Actively valuing and promoting the individuality, diversity and inclusion of others to include: age, gender, ethnicity, disability, sex, religion, culture and other protected characteristics Theme 5. Promoting physical and mental health and wellbeing in health and social care practice evidenced through:

Demonstration of knowledge and skills in supporting individual needs of service users
Knowledge of different needs and possible outcomes where quality support and care is not provided
Developing and sharing strategies for disseminating awareness to others of needs of individual service users using evidence-based practice

Theme 6. Applied mathematics demonstrated through:
Use of IT technologies, e.g. healthcare-specific technology
Technologies used in GP practices
Administering medications
Taking, recording and interpreting accurate physiological measurements from patients or service users
Identifying statistical trends and use of statistics in research Office work and other day-to-day activities Linking use of the Practice Themes to quality performance indicators in health and social care practice:

Across different areas of health and social care practice
To other units completed as part of this qualification
To core values of care: care, compassion, competence, communication, courage, commitment
To appropriate professional or governing standards as applicable to own role, e.g. standards issued by relevant governmental agencies To related skills and knowledge frameworks applicable to own area of practice

LO3 Demonstrate active, ongoing, critical reflection of learning experiences

Methods and skills for gathering evidence for reflection through own performance in daily activities:
How and where to seek information about current best practice, legislation, policy and other information to be able to carry out work role effectively How to source information about own and other areas of health and social care practice and develop to promote an integrated working model
Sourcing feedback on own personal presentation, organisational skills and performance from others inside and outside work practice Records of daily practice Seeking a critique of skills, knowledge and practical competence through peer reviews, appraisals, observations, mentoring and critical friend models Shadowing and observing colleagues to identify best practice, presentation and behaviours Applying problem-solving, analytical thinking and decision-making skills to issues Being objective, open-minded and self-critical of own abilities and needs Gaining knowledge and skills through communicating with others, attending meetings, office work, own research Building ethical relationships and working co-operatively with colleagues, service users and their families and other professionals to be able to reflect on performance and skills

Use of effective communication skills to meet and respond to the individual needs of others
Applying principles of duty of care, ensuring the health, safety and wellbeing of individuals is maintained
Developing numeracy skills in health and social care practice through observations of others in own practice and personal research Critical self-reflection to assess own performance and knowledge across

Practice Themes and links to other quality performance measures
Working with others to create team working environments and leading others demonstrating a range of competences including attitudes, behaviours commensurate with role Develop and record reflections of working practice:

Producing a Professional Learning and Development Portfolio (PLAD) using the Practice Themes across all areas of working practice Gathering evidence across range of topics covering the Practice Themes Respecting confidentiality, privacy and setting’s data protection policies Ethical considerations, e.g. communicating and working collaboratively with service users, colleagues, families and other professionals How own daily practice meets individual needs of service users, e.g. individual care needs, communication and behaviours Evidence of own personal evidence-based and practical learning demonstrating self-management, problem-solving, critical thinking, decisionmaking, creative thinking and finding solutions Own research and learning Reflection of own knowledge, skills and practical competence to include experiences, values and own education
Reflections on areas of development and learning from other units forming part of this qualification
LO4 Assess the overall success of own reflective journey and consider future career pathway
Own personal and professional learning and development across the Practice Themes and other quality performance measures:

Effectiveness in promoting an integrated working model
Effectiveness of the use of the Practice Themes framework and effectiveness of capturing all learning and development in health and social care practice Use of tools and techniques used and developed for reflection and their usefulness in supporting own reflective journey The theoretical models used to define and support reflective practice and effectiveness in supporting own reflective journey

Developing a holistic reflection on unit outcomes and how they have supported understanding and development of self personally and professionally
Evaluating own holistic reflective practice development and identifying future career path:
Identifying and celebrating areas of success
Identifying areas and reasons for development
Identifying short-, medium- and long-term targets using Specific, Measurable,
Agreed, Realistic, Time-bound, Ethical, Recorded (SMARTER) framework for own personal and professional development Identifying own professional career pathway

Learning Outcomes and Assessment Criteria

Pass Merit Distinction
LO1 Explain the role of reflection in health and social care practice D1 Evaluate how own reflections can impact on own personal and professional development and the experience of individuals using health, care or support services
P1 Explain the purposes of reflection in health and social care practice

P2 Describe models and tools used for reflection in health and social care practice

M1 Review the ways that reflective practice is applied in health, care or support service environments
LO2 Use the Practice Themes as a framework for reflection D2 Assess the effectiveness of the plan in supporting the development of own reflective practice skills
P3 Explain how the Practice Themes can be used to underpin reflection in learning and practice

P4 Illustrate in detail the links between the Practice Themes and other performance indicators

M2 Produce a plan for reflecting on own learning and development using the Practice Themes and other quality assurance indicators
LO3 Demonstrate active, ongoing, critical reflection of learning experiences LO3 and LO4 D3 Evaluate own holistic professional learning and development through practice

 

P5 Explain methods used to gain evidence of effective reflective practice in own area of work practice

P6 Produce a portfolio of practice-based evidence using the Practice Themes as a framework

M3 Analyse own performance and learning using the framework of Practice Themes and other quality performance measures
LO4 Assess the overall success of own reflective journey and consider future career pathway
P7 Review evidence gathered in own portfolio in regard to its contribution to own personal and professional development

P8 Produce targets for the development of own professional career pathway

M4 Assess own personal learning and development in terms of its contribution to own journey towards a future career pathwayidentity to meet their ongoing care needs

This unit maps to the qualification Practice Themes as below:

 

  LEARNING REQUIREMENTS (UNIT CONTENT) ASSESSMENT REQUIREMENTS (ASSESSMENT CRITERIA)
THEME 1: LAW, REGULATION AND ETHICAL PRACTICE LO2

LO3

LO4

P3, P4, M2, D2

P6, M3, D3

P7, M4

THEME 2: PROFESSIONAL VALUES, ATTITUDES AND BEHAVIOURS All P1, P2, P6, P7, M1, M3, M4, D1, D3
THEME 3: HEALTH, SAFETY AND SAFEGUARDING THROUGH THE LIFESPAN LO2

 

LO3

 

LO4

P3, P4, M2, D2

P6, M3, D3

P7, M4

THEME 4: VALUING AND PROMOTING DIVERSITY, DIFFERENCE AND INCLUSION LO2

LO3

LO4

P2, P4, M2, D2

P6, M3, D3

P7, M4

THEME 5: PROMOTING PHYSICAL AND MENTAL HEALTH AND WELLBEING LO2

LO3

LO4

P2, P4, M2, D2

P6, M3, D3

P7, M4

THEME 6: NUMERACY IN PRACTICE LO3

LO4

P6, M3, D3

P7, M4

Essential requirements
Case study material is essential and can be provided by the tutor or based on students’ work situations.
Delivery
Tutors must be appropriately qualified and experienced in the health and social care sector to cover the principles and skills development aspects of this unit.
Assessment
Students must be given time to develop their workplace experience, knowledge and understanding before assessment of this unit. They will be expected to present evidence based substantially on their work in health, care and/or support services. Evidence against practice-based criteria can be collated in the Practical Learning and Development Portfolio (PLAD).

Employer engagement and vocational contexts
A letter to employers that briefly outlines the Learning Outcomes of this unit may be helpful to support students’ workplace learning needs. An exemplar letter is given in the PLAD that accompanies this specification.

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