1. New Zealand Dietitians Board
Setting Learning Objectives

2. Continuing Competency
Focused, quality improvement that benefits your patients/clients and yourselves & continues over your professional career
Not just about updating your technical competency, it is about constantly reflecting on and renewing the capacity to make professional judgements
Continuing education and professional development is a part of every health practitioner’s life.
CCP must include continuing education, peer review and cultural development and be aimed at ensuring you are competent to practice.
You should reflect on your practice across all areas of practice
Aim to enjoy your learning
Its not just about chasing credits and meeting requirements

3. Professional Development
Reflect on your work
Identify areas where further development is needed 
Relate to you as an individual in the context of the organisation for which you work
Recognise and consider the benefits of learning across professional boundaries   
Reflect on – things you currently do, things you could potentially do, things that will impact on patients/clients
Think also about your current position, leadership and management skills, possible future jobs/areas of expertise
These skills are all part of providing safe healthcare systems
Consider more than one aspect of your professional life
Improve your effectiveness of being a Dietitian

4. SMART Objectives SMART objectives
Specific - specified learning activities, not general statements
Measurable - possible to assess whether they have been achieved
Attainable - possible to achieve
Realistic - within the your capability
Timed - agreed time for achieving and reviewing

5. SMART Objectives Will help you identify:
What you want to change or develop
How you will do it
When you will do it
How you will demonstrate that change or development has happened
If you write a SMART objective it will help you identify what you want to achieve/be able to do
After which you can establish what you need to do to make it happen and when you will do it
It is important to also think about how you will demonstrate change in practice or behaviour (outcomes)

6. SMART objectives might start like this
Be able to competently and correctly manage….
Demonstrate the knowledge and skills required to ….
Recognise the 'red flags' associated with….
Develop a working knowledge of ….
Successfully complete……….
Produce a resource on……..
Deliver a presentation to the MDT on……..
Here are some examples:
Your SMART objective needs to be a simple sentence or two.
But when you are developing it think about:
What do you want to be able to do?
What is the purpose of engaging in a particular activity?
What would you do to enable you to meet the objective?
How would you measure you had done it?
How might your practice change?

7. Kirkpatrick’s hierarchy
What was something important that you learnt from the topic?
As a result of what you learnt what will you change in your day to day practice and how will you implement the new learning into your daily practice?
How would you be able to prove that you have actually changed your practice if audited on the changes you said you would make?
What do I still need to learn?
How will I learn it?
Level 4
Level 3
Kirkpatrick's Hierarchy is a useful reflective tool.
Kirkpatrick's Hierarchy has many iterations since it’s conception in 1957
Level 1 – the learners reaction to the programme – their level of enjoyment and what value they put on the experience
Level 2 – this is the measure of knowledge, skills or attitude acquired
Level 3 – this level is commonly referred to as the transfer of learning - to what extent has your on the job behaviour changed as a result of the learning event?
Level 4 – is a measure of the results that have occurred – what are the benefits to the patients? What improvements or outcomes have occurred?
It is a useful tool for reflection - Kirkpatrick's hierarchy can assist you in evaluating the CCP activities you attend and then identifying if future learning and development is still required
Attendance or involvement in activities which impact on level 3 and 4 are obviously the most valuable and useful.
Level 2
Level 1

8. discomfort log
Record the things that come up during your working day that make you feel uncomfortable for any reason
Use a discomfort log to help you plan your learning

9. Johari window What we know that we know and others know too
What we don’t know but others do
What we know about us but others don’t know
What we don’t know that we don’t know and others don’t know either
Johari Window is a widely used model for understanding and training self-awareness, personal development, improving communications, interpersonal relationships, group dynamics, team development and inter-group relationships
Dates back to American psychologists Joseph Luft and Harry Ingham - researching group dynamics
In brief each area focuses on:
what is known by the person about him/herself and is also known by others - open area, open self, free area, free self, or 'the arena'
what is unknown by the person about him/herself but which others know - blind area, blind self, or 'blindspot'
what the person knows about him/herself that others do not know - hidden area, hidden self, avoided area, avoided self or 'facade'
what is unknown by the person about him/herself and is also unknown by others - unknown area or unknown self
The blind spot and the unknown are areas to explore with a peer
- steps you through ways to use it in groups or with individual colleagues