What have I learnt from GEMSS II? Using a reflective practice model to identify key learning points. Aim: To demonstrate the personal and professional development of staff as a result of participating in the GEMSS II project. Background: The Walton Centre Foundation Trust (WCFT) was one of only two participating centres that had Allied Health Professional (AHP) involvement. This project formed a significant part of the MS Team objectives for and was a clear opportunity for development on an individual, team and trust level. Following submission of the final WCFT report to the MS Trust, two team members, a physiotherapist and occupational therapist, met for peer reflection. Gibbs’ Reflective Cycle was used to examine the experience of participating in the project and it provided a method of recording individual learning, whilst also being used as evidence for Continuing Professional Development CPD) /Personal Development Review (PDR). Description: Walton Centre selected by MS Trust to take part in GEMSS II project As one of 2 project leads took part in training sessions organised by Trust Key performance Indicators determined by team Data collated monthly and collected for 1 year Various evaluation tools used: Patient Survey, SNIAT and Health Professionals survey Service description information gathered Final report Action Plan: Data collection started for the project will continue Aspects of the project were beneficial and are worth repeating as evaluation tools are already set up and staff are familiar with procedures Service development areas were identified and will form ongoing team goals Conclusion: Expanded knowledge about service provision within the current climate Developed communication and team working skills and workload management skills Feelings: Apprehensive about the size and extent of task and commitment required Aware that there would be lots of learning opportunities that would require extra time/input on top of clinical caseload Reassured that the project format was clearly planned and lots of support and direction was provided by the coordinators Pride felt as report positively received by wider team Sense of achievement Conclusion: This method of reflective practice was an effective and efficient way of recording an individual’s perception of the impact of participation in a large project. The structure provided a good opportunity to formalise opinions, discuss and analyse the experience, evaluate the benefits of the project to the individual participant, and conclude what had been learned. Key learning was identified, including increased knowledge of data collection and analysis, awareness of NHS outcomes and key performance indicators, development of communication and team working skills, and workload management. This increased knowledge and confidence will be utilised in daily practice with patients, for future service development and selection of future projects. Analysis: Data collection – went well because of effective coordination from MS Trust (spreadsheets already created and interpretation done) Single Team goal – increased team focus and cohesion Priority of task was maintained and supported by all for the duration Additional workload - limited protected time Large caseload, pressure of size of project, lack of experience and patient priority led to stress Evaluation : What went well Reinforced role in service development Very positive results from patient survey Able to motivate the team to keep going for the duration of the project Made team cohesion more robust What was difficult Extra work on top of caseload References: Gibbs G Learning by Doing. A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic. Oxford. Cairns C., Curran H. and Mynors G. The Multiple Sclerosis Service at the Walton Centre NHS Foundation Trust Evaluation Report Fiona Roberts, Senior Occupational Therapist (MS), Helen Curran, Senior Physiotherapist (MS) Long Term Conditions Therapy Team, The Walton Centre NHS Foundation Trust Gibbs Reflective Cycle