Continuous Development in Care Settings

Overview

Framework:
RQF
Level:
Level 3
Unit No:
F/650/2113
Credits:
4
Guided learning hours:
28 hours

Assessment Guidance

Duties and responsibilities: duties and responsibilities in the context of providing person centred care and support.

Standards: may include Codes of Practice, regulations, minimum standards, national occupational standards.

Continuing professional development: refers to the process of monitoring and documenting the skills, knowledge and experience gained both formally and informally, beyond initial training.

Sources of support: may include:
• formal or informal support
• supervision
• appraisal
• mentoring
• peer support
• within and outside the organisation.

Others: in this context, this will likely refer to line-manager, assessor and/or supervisor. It could also include:
• individuals accessing care and support services
• carers, loved ones, family, friends of those accessing care and support services
• colleagues and peers
• professionals from other services.

Personal and professional development plan: may be known by different names but will record information such as agreed objectives for personal and professional development, proposed activities to meet objectives, timescales for review.

Understand what reflective practice is and methods of reflection, e.g.
• Atkins, S. and Murphy, K. (1994). Reflective Practice. Nursing Standard, 8(39) 49-56.
• Gibbs, G. (1988). Learning by Doing: A guide to teaching and learning methods. London: Further Education Unit. (Gibbs Reflective Cycle)
• Johns, C. (1994). Nuances of reflection. Journal of Clinical Nursing 3 71-75 (Johns’ Structured reflection 2000 was designed specifically for nursing)
• Pfeiffer, J. W. & Ballow, A. C. (1988). Using structured experiences in human resource development. (UATT Series, vol. 1). San Diego, CA: University Associates.

https://latrobe.libguides.com/reflectivepractice/models
Also explore Kolb’s Learning Cycle or Bains’ 5Rs Framework (1999)
http://skillsforlearning.leedsbeckett.ac.uk/preview/content/models/index.shtml

Learning activities: evaluation must cover a range of learning activities and must include reference to online learning e.g. e-learning, virtual classrooms, online tutorials, webinars, internet research as well as face to face methods (where learner has access).

Aim

The aim of the unit is to ensure that the learner understands competencies required for own role. The learner will understand and use reflective practices.

Unit Learning Outcomes

1

Know what is required to be competent in own role.

Assessment Criteria

  • 1.1

    Summarise duties and responsibilities of own work role

  • 1.2

    Explain expectations of own work role as expressed in relevant standards

  • 1.3

    Explain the relationship between continuing professional development and the provision of quality care.

  • 1.4

    Identify sources of support for planning and reviewing own development.

2

Be able to demonstrate commitment to own development.

Assessment Criteria

  • 2.1

    Assess own knowledge, performance and understanding against relevant standards.

  • 2.2

    Work with others to identity and prioritise own learning needs, professional interests and development aspirations.

  • 2.3

    Work with others to agree own personal and professional development plan.

  • 2.4

    Work with others to achieve and review own personal and professional development plan.

  • 2.5

    Record progress in relation to personal and professional development.

3

Understand the value of reflective practice.

Assessment Criteria

  • 3.1

    Explain the benefits and scope of reflective practice.

  • 3.2

    Explain the importance of reflective practice in supporting continuous improvements to own practice and provision of quality care.

4

Be able to use reflective practice to improve ways of working.

Assessment Criteria

  • 4.1

    Reflect on how learning activities have affected practice.

  • 4.2

    Reflect on how own values, beliefs and experiences may affect working practices.

  • 4.3

    Reflect on own ability to use initiative, make decisions and take responsibility for own actions.

  • 4.4

    Use reflections and feedback from others to evaluate own performance and inform development.

5

Be able to develop leadership behaviours.

Assessment Criteria

  • 5.1

    Model high standards of practice to encourage others to make a positive difference.

  • 5.2

    Share ideas to improve services with others.

  • 5.3

    Promote partnership approaches to supporting individuals.