The Context of Professional Development, Reflective Practice and.
The Context of Professional Development in Britain today.
Government influences on Continuing Professional Development.
Personal Development Plans.
The Knowledge and Skills Framework.
The Skills Escalator.
The Role of the Nursing and Midwifery Council.
Expectations of your employers.
Service user expectations.
Professional Development Activities.
A Model of Professional Development.
The novice nurse.
The competent nurse.
The proficient nurse.
The expert nurse.
A Strategy for Professional Development.
Relevant to your needs.
Achievable in the time available.
Chapter Two REFLECTION AND REFLECTIVE PRACTICE.
The Context of Reflective Practice.
Setting the Scene – Reflection, Reflective Learning and Reflective Practice.
Reflective Practice as Professional Practice and Development.
The Benefits of Practicing Reflectively.
Benefits for the individual.
Benefits for patients and service users.
Benefits for your employer.
Benefits for your profession.
Tools for Reflective Practice.
Experience – choosing a focus for reflection – the first side of the triangle.
Using the reflective processes – the second side of the triangle.
Using frameworks and models.
Creating a framework for reflection.
Putting the ‘action’ into reflective practice – the third side of the triangle.
What is action?.
Micro-methods for Reflective Practice.
How do you reflect – using micro-strategies.
Using the 5 WH cues.
Developing critical thinking.
Using others to help your reflective activity.
Chapter Three REFLECTIVE WRITING IN PROFESSIONAL.
Reflective writing in professional development.
The nature of writing.
When to write?.
Structuring reflective writing.
Using the 5WH cues.
Strategies for reflective writing.
Techniques for reflective writing.
Short period/stimulatory/getting started techniques.
The three-a-day technique.
The credit card technique.
Time limited stimuli.
NMC code of professional code.
Medium term and developmental techniques.
Long term techniques.
Experienced nurses’ use of reflective writing in professional portfolios: a grounded theory.
Background to the use of reflective writing in CPD.
Data collection and analysis.
Presenting the theory.
Core category – developing evidence of accountable.
Main category one – professional development.
Main category two – personal development.
Main category three – critical thinking.
Main category four – outcomes for (clinical) practice.
Chapter Four DECISION MAKING IN PROFESSIONAL PRACTICE.
Decision making in everyday life: intuitive and analytical thinking.
Personal and Professional Decision making.
The Legal and Social Context of Health Care.
Values and the Ethical Context of Professional Practice.
Decision Making Models.
A Process Model of Decision Making - using the 5wh cues.
Decision Making in Practice.
Capacity and Consent.
Chapter Five EVIDENCE-BASED PRACTICE.
What is evidence-based practice?.
Evidence from research.
Other forms of evidence.
Hierarchies of evidence.
Judging evidence for use in practice.
Judgements based on hierarchies.
Judgements based on expertise.
Using evidence to support decisions in practice.
Chapter Six PORTFOLIOS AND THE USE OF EVIDENCE.
What is a portfolio?.
Defining a portfolio.
Qualified nurses’ use of portfolios.
Students’ use of portfolios.
The purpose of a portfolio.
Structuring a portfolio.
Defining the outcomes and setting objectives.
Using evidence in a portfolio.
Types of evidence.
Models of portfolios.
A portfolio structure to document professional development and accountability as a practitioner.
Outcomes for clinical practice.
Some strategies for portfolio construction.
Developing a learning contract.
Using the portfolio as a workbook.
Using a learning journal.
Using the NMC Code of Professional Conduct.
Using the NMC PREP standards.
In-depth analysis of a case study.
Ethical issues to be considered in portfolios.
Chapter Seven UNDERSTANDING CLINICAL SUPERVISION: A HEALTH PSYCHOLOGY ORIENTATED PROCESS OF PERSON CENTRED DEVELOPMENT.
Defining clinical supervision.
Clinical supervision – a misunderstood term?.
Re-defining clinical supervision.
Applying theories and approaches in health psychology to person-centred development.
Origins and models.
Using the biopsychosocial approach.
Roles within the PCD process.
Other roles related to the PCD process.
Using PCD as a strategy for personal and professional development.
Chapter Eight PRACTICING AS A PROFESSIONAL.
What is professional practice?.
Requiring higher education.
Having a body of knowledge and theory.
Providing vital human and social services.
Possessing autonomy, control and accountability.
Involving altruistic life work.
Having a code of ethics.
The Nursing and Midwifery Code of Professional Conduct: standards for conduct, performance and ethics 2004.
The Clauses of the Code of Professional Conduct.
Clause One: Respect for the patient and client as an individual.
Clause Two: Informed consent.
Clause Three: Confidentiality.
What is a record?.
Content and style.
Legal issues related to record-keeping.
Access and ownership.
The Data Protection Act 1998.
The Freedom of Information Act 2000.
Clause Four: Co-operation with other members of the inter-professional team.
Clause Five: Maintaining professional knowledge and competence.
Clause Six: Being trustworthy.
Clause Seven: Identifying and minimising risks to patients and events.
Guidance for students.
* Written in a clear accessible style which assumes no prior knowledge
* Enables students to consider and develop their practice in order to become competent practitioners
* Each chapter includes learning objectives, scenarios and case studies
* In the Vital Notes for Nurses series