Continuing Professional Development for Physiotherapy Support Workers

Workshop learning outcomes By the end of the workshop, participants will: Understand the theory of CPD Understand some of the key issues around access and barriers to CPD Understand the principles of portfolio-keeping and reflective practice Develop skills to articulate and evidence CPD Identify skills gaps and develop an action plan

The CPD process Identify learning needs from gaps in skills, knowledge & abilities Define needs by writing intended learning outcomes Match activities to outcomes, and undertake learning Evaluate learning, clarify actual learning outcome, and review work practices

Examples of CPD activities workplace coaching job shadowing/observing others reading books or journals researching then writing a leaflet or information sheet attending a course

Supporting access to CPD Time, money and backfill – self defeating arguments The benefits of training and developing you in key areas Gaining recognition for the skills you have and need Using your appraisal and development review to identify core training needs Using your steward Using your manager

Purpose of a Portfolio Record professional development and experience Organise and plan learning Encourage reflection on practice Analyse work practices Identify and set goals/targets Let’s now look at developing a portfolio, which is a KEY part of CPD - Do any of you do this already? Any ideas about what a portfolio is? Show slide and talk through points. NB Not just courses, also experience Focus is on work practices so they benefit patients Portfolios are Great! They Are a fantastic resource for you. Grow with you as you develop in your career Stop you forgetting anything you’ve done or learned We’ll look more at portfolios in a later exercise but before that let’s look at profiles and how they differ from portfolios. . . . . . .

Providing evidence of CPD A Portfolio is a private collection of evidence that demonstrates learning and development as well as a tool for planning future learning A Profile is a collection of evidence which is selected and extracted from the portfolio for a particular purpose and for the attention of a particular audience Any idea of what a profile is? See slide. Portfolio is: Profile is: Private/ Confidential Public/ for others to see About process & outcome Mostly about outcome Why might you need to put together a profile?

Registration/Regulation? Types of profiles Promotion /regrading Vocational awards Job applications KSF/Appraisal Portfolio AP(E)L Registration/Regulation? So, what reason might you need to create a profile from your portfolio? Talk through slide above NB Nobody can demand your whole portfolio – it is for you only!! Now over to you. . . . To look at what might go in your portfolio:- In groups discuss what topics/ sections you might include. Can use handout if you want (doesn’t have to be 8 sections). If you have one and are willing to share please do. No right or wrong answers esp re the order! What suits you. 10 mins then pull together on flipchart. Use next OHT to summarise and pull together.

How? Portfolio Reflective Practice Certificates C.V. Journals Teaching Dev review/Appraisal C.V. Journals Teaching Audit Post outline NB You don’t need to have ALL these!! Other examples Producing materials e.g. PILs or sheets Committee work Off-the-job experiences that are relevant Reviews Projects

Some key principles (1) Organise it how YOU want so you can use it easily Don’t fill it with reams of information, use clear referencing/signposting to other docs where needed Build in regular review and updating e.g. of CV

Some key principles (2) A ringbinder will do, no need for a ‘special’ folder Start from today (your CV is your historical record) MUST include others’ views/feedback Must be evaluative, not just descriptive

Journals for Reflection A source of material on which to reflect Confidential & private Can be very simple notes as an aide memoire Selected entries used to write a more full reflective record at regular intervals Key features Invariably an individualised account Reliance on memory Has person’s own interpretative bias

The reflective cycle Practice Assimilation Journalising EVIDENCE Reflection Learning outcomes Learning Needs Assimilation EVIDENCE This reflective cycle shows how we learn continually from our practice by keeping a journal reflecting on events and situations identifying what we have learned (learning outcomes) identifying what we still need to learn (learning needs) That takes us into planning to meet those needs, not shown on this cycle. assimilating/ applying what we’ve learned into our practice In the session that Mairead did with you before coffee, you looked at keeping a journal. So let’s now look at the other stages of the reflective cycle. . . . . First of all, the process of reflection

What are learning outcomes? A means of expressing your learning in a way that explicitly states what you have achieved in terms of what you know or can do. Reflect the changes that have occurred as a result of your progress through a learning experience So, from the journal and reflection you should identify what you have learned – the learning outcome/s Sometimes, especially if an incident went badly, you end up with more learning needs than outcomes. When you are reflecting, think about what you have learned i.e. something that you didn’t already know. To be selective, critical and convincing think about the evidence you have for the learning outcome. Evidence is just jargon for proof that you have learned what you are claiming to have learned! That is your actions or written materials like descriptions of how you applied the learning in practice, testimonials, witness statements etc. Direct evidence is something you do or produce yourself as per slide, while indirect evidence comes from others. If you can show evidence then you definitely have a LO! Let’s go back to the reflective cycle slide and see what’s next. . .

Identifying and arguing for CPD you need Why do you need it Who will it benefit: the Service Patients Yourself Why is it important? What options are available?

Make sure that . . . your evidence is good quality: it is not about quantity! One piece of good evidence can demonstrate a whole range of skills and knowledge you have a good mix of evidence types, not just lots of the same thing. you have cross referenced it well to the appropriate KSF performance indicators (where appropriate)

And remember ...... The more evidence you have from others, confirming how skilled/ knowledgeable/ wonderful you are, the better! So. . . . Seek testimonials and feedback whenever you can (and again, make sure you cross reference it to the appropriate KSF performance indicators)

CSP contacts Catherine Smith, Associate Member Officer Tel: 020 73147843 Email: smithc@csp.org.uk Penny Bromley, National Officer, Research and Policy Tel: 020 73066685 Email: bromleyp@csp.org.uk PebblePad www.csp.org.uk