Reflection & Reaffirmation of Learning Andie Oliver and Stephanie Charles Workforce Development Adult Social Care Intros

Objectives 3 primary drivers: issues of access to learning (e & f2f) awareness of choices in practice Care Certificate AO (equity with ACM!)

Access to learning Reinforces the need to interpret ‘learning’ more widely than e-learning or face-to-face courses Include reading, briefings, meetings etc. Principle that more than attendance or assessment is required; evidence knowledge through actions and through supervision AO Evidence of understanding / practice to confirm APL ... Eg CIS to CC

Choices Reflection on actions inherently reminds us that we have choices, even when faced with mundane tasks or instruction Mirroring social work registration means evidencing not just activity but the learning and the (potential) benefit to service users Credits learning through experience e.g. projects AO Choices ..... Body language etc language

Care, Compassion, Competence, Communication, Courage, Commitment Care Certificate From April 2015 All social care and health frontline staff The Cavendish Review (July2013) found that: “preparation of healthcare assistants and social care support workers for their roles within care settings was inconsistent” Reinforces Compassion in Practice – 6Cs: Care, Compassion, Competence, Communication, Courage, Commitment AO Cavendish to review what can be done to ensure that unregistered staff in the NHS and social care treat all patients and clients with care and compassion. There are over 1.3 million frontline staff who are not registered nurses but who now deliver the bulk of hands-on care in hospitals, care homes and the homes of individuals. 6Cs - Compassion in Practice written by the DOH, NHS Commissioning Board, (Health Strategy) Target audience, Nursing, Midwifery and Care Staff Vision and Strategy for delivering effective care Purpose of strategy - sets out our shared purpose as nurses, midwives and care staff to deliver high quality, compassionate care, and to achieve excellent health and wellbeing outcomes.

Care Certificate Minimum requirement in first 12 weeks of employment before working unsupervised or out of eye line (partial) Existing staff - Common Induction Standards can be transferred but ‘mind the gap’, close it, and evidence it Three versions: Technical document – for employers Worker document – for health and social care workers Assessor document – for assessors Assessed in-house: Observation Group discussions Individual discussion Workbook AO Within 12 weeks applies Also anyone who has direct contact with service users e.g. Volunteer, porter, cook, driver (as applicable) draft Documents are available via link (later) on SCIE site

Care Certificate Prescribed for each standard Assessments: competent staff – Registered Manager/named sign off equity (train/affirm assessors) clinics? Records: portfolio, templates, matrix add feedback service user / carer; e.g. concerns / compliments AO Assessors judged as competent by Reg Mgr / signed off ... So standards /

Care Certificate 8 into 15... Understand your role Personal development Duty of care Equality & diversity Work in a person centred way Communication Privacy & dignity Fluids & nutrition Dementia & cognitive issues Safeguarding adults Safeguarding children Basic life support Health & safety Information handling Infection prevention 8 into 15... Role of the health and social care worker Personal Development Communicate Effectively Equality and inclusion Principles for implementing duty of care Principles of safeguarding in health & social care Person centred support Health & safety in adult social care setting SC Old to new Gaps and opportunities ..... E.g. current courses

Assessment methods 1 2 3 4 5 Understand your role Your Personal Development Duty of Care Equality & Diversity Work in a Person Centred Way 1:1 discussion Observation Written Group work e-learning Simulation SC Reaffirmation Supervision Corporate Personalisation Induction

Assessment methods 6 7 8 9 10 Communication Privacy and Dignity Fluids and Nutrition Dementia & Cognitive Issues Safeguarding Adults   1:1 discussion Observation Group work Written e-learning Simulation SC Dementia modules Exchange Safeguarding Food Safety Food Hygiene

Assessment methods 11 12 13 14 15 Safeguarding Children Basic Life Support Health & Safety Handling Information Infection Prevention   Discretion of 1:1 discussion employer Observation Written Simulation Group Work Group work e-learning SC First Aid / Awareness Record Keeping CIEH H&SC L2 Hygiene & Infec CIEH H&SC L2 Manual Handling Medication ...

Assessment outcomes CIS outcomes Care Cert outcomes ‘Understand’ ‘Describe’ ‘Be aware’ ‘Explain’ ‘know why’ ‘List’ ‘Recognise’ ‘Demonstrate’ SC Language – clearly emphasis on the care worker being able to describe, explain, list and demonstrate to the assessor in detail according to the standards

Continuous Professional Development Standard 2 – Personal Development 2.1a PD Plan 2.2 b Knowledge, skills & understanding includes how learning achieved from: learning activity; reflection; feedback 14 competencies Assess via 1:1 and or group discussion, observation, workbook Hand out SC

14 Competencies Contribute to developing a Personal Development Plan 2.1a Identify sources of support for their own learning and development – I will list 2.1b Describe the process for agreeing a personal development plan and who should be involved – I will describe 2.1c Explain why feedback from other is important in helping to develop and improve the way they work - I will explain 2.1d Contribute to drawing up own personal development plan – I will contribute 2.1e Demonstrate how to record the progress they make in relation to their PDP – I will demonstrate Hand out SC

14 Competencies Contribute to developing a Personal Development Plan 2.2a Describe the functional level of literacy, numeracy and communication skills necessary to carry their my role - I will describe 2.2b How to check current level of literacy, numeracy and communication skills – I will explain 2.2c Describe how a learning activity has improved their own knowledge, skills and understanding 2.2d Describe how reflections on a situation has improved their knowledge, skills and understanding Hand out SC

14 Competencies Contribute to developing a Personal Development Plan 2.2e Describe how feedback from others has developed their knowledge, skills and understanding - I will describe 2.2f Demonstrate how to measure their own knowledge, performance and standards against relevant standards – I will demonstrate 2.2g List the learning opportunities available to them and how they can use them to improve the way they work – I will list the ... 2.2.h Demonstrate how to record their progress in relation to their personal development – I will demonstrate how to record my ... 2.2.i Explain why continuing professional development is important – I will explain Hand out SC

Accredited Prior Learning (APL) Mapping to other key resources: - Training undertaken in line with the Common Induction Standards (CIS) - Qualifications Curriculum Framework (QCF) i.e. H&SC Diploma level 2/3 - Apprenticeship framework (completed and passed) Skills for life - literacy and numeracy Still with a sign off, so evidence knowledge / practice Not just a flash of the certificate Any gaps – plan to close ! SC What this means for managers & assessors - Effective supervision and appraisal Up to date training matrix (Accurate & up to date records of training planned and undertaken) Good knowledge of CIS in order to map over / plug gaps Decent knowledge of Care Cert to know what is being mapped over and where it fits in identifying where there are still gaps Matrix will be aligned to the Cart Cert Access to CPD and original certificates

Cogs in the Wheel Care Worker CIS Care Certificate Care Certificate Gaps CIS Annual Appraisal Care Certificate (April 15) Care Certificate Supervision Recognise & Identify opportunities Training Matrix Care Worker Access to learning e.g. Projects, work activity, group supervision, briefings, meetings SC What this means for managers & assessors Up to date training matrix (Accurate & up to date records of training planned and undertaken) Matrix will be aligned to the Cart Cert Good knowledge of CIS in order to map over / plug gaps Decent knowledge of Care Cert to know what is being mapped over and where it fits in identifying where there are still gaps Effective supervision and appraisal Access to CPD and original certificates Reflect & Reaffirm learning Competence/ Sign off? Evidenced/portfolio

Reflection Self Awareness Description Critical analysis Alternatives Synthesis Able to critically appraise own practice Keep knowledge and skills up to date Maintain and further develop competence AO Aware of own role / influence / behaviour Describe what happened (facts not feelings!) Analyse with ; power dynamics; anti-oppression...... & not fearing criticism Understand that there are alternatives, and know some Learn & integrate into practice.... (In a consciously competent way)

Reflection Socratic questions How can you verify or disprove that assumption? What would happen if ... ? Why is ... happening? What evidence is there to support what you are saying? What alternative ways of looking at this are there? Why it is ... necessary? Who benefits from this? Then what would happen?

Reflection Gibbs 1988 AO Drawing back to back Last time shouted at / upset by .... Gibbs 1988

Kantian principles (Stadler) Reviewing techniques 4Fs Systemic What? How? Know?! Kantian principles (Stadler) What if?: Universality? Publicity? Justice? AO What are you trying to achieve? (this question asks us to identify aims and objectives, and is therefore concerned with goal setting) How are you going to achieve it? (this second question is about process involved in getting us from where we are now to where we want to be. This is concerned with strategy setting) How will you know when you have achieved it? (this question acts as a check on our proposals for action, helping to ensure that goals are achievable and the strategy is appropriate) The first two questions are commonly used as part of planning and assessment. The third question is often omitted, even though it can be crucial in ensuring that we have answered the first two questions appropriately and have not been too vague in doing so. “What would success look like in this case?” Would I recommend this course of action to another person in a similar situation? Would I condone my behaviour in anyone else? (Universality). Would I tell other people what I intend to do? Would I be willing to have the actions and rationale for them published in ‘Community Care’ or on the front page of a newspaper or reported on BBC news? (Publicity) Would I treat another service user in the same situation differently? If the service user was a well known political leader or a relative of the Chief Executive, would I treat him or her differently? (Justice).

Going forward So what next?!! Operational plan around Care Certificate Recording; assessing; portfolio; support what, how, who, when???? ownership?! AO / SC

And finally.... Any more questions? Evaluation Common Induction Standards http://www.skillsforcare.org.uk/Standards/Standards.aspx Any more questions? Evaluation Care Certificate http://www.skillsforcare.org.uk/Standards/Care-Certificate/Care-Certificate.aspx