1. Continuing Professional Development for Physiotherapy Support Workers

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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?

8. 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.

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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. . .

15. 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?

16. 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)

17. 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)

18. CSP contacts Catherine Smith, Associate Member Officer
Tel:
Penny Bromley, National Officer, Research and Policy
Tel:
PebblePad