Welcome To
UNIT 2 HEALTH CARE PRACTICE PROGRAM
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DESCRIPTION
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LO3 & PRE-CLASS SURVEY
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GRADING THE ASSIGNMENTS
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RULES AND RESTRICTIONS
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SYLLABUS
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- UNIT TITLE: Demonstrating Professional Principles and Values in Health and Social Care Practice
- UNIT INDEX: 2
- UNIT CODE: A/616/1637
- UNIT TYPE: Core
- CREDIT VALUE: 15
- UNIT LEVEL: 4
- ACCREDITED AND AWARDED BY: Business And Technical Education Council
- TAUGHT AT: AIM University Group
Introduction
Reflecting on our daily activities is an automatic process: it is part of human nature, and something conducted often unconsciously. Reflective practice involves self-observation and evaluation with the goal of refining practice on an ongoing basis. Reflecting on what we do is a fundamental skill that helps us to develop, improve personally and professionally. It is an active, dynamic process that also helps develop confidence in our ability to perform our daily working practice and to become proactive, professional leaders. The art of reflection is a tool that students will carry with them through and beyond their educational journeys and is a requisite for many roles in the sector. Developing the necessary skills early helps students to be prepared for their career progression pathways.
This unit is intended to run alongside other units in this qualification in order that students may gather evidence to compile a Professional Learning and Development Portfolio (PLAD) which captures evidence of learning and development against a framework of Practice Themes which forms the essential core running through the unit. The unit aims to develop the skills and knowledge necessary for students to reflect on their own and others’ daily practice and improve students’ own practice and professional development.
Students will firstly develop an understanding of the purpose and importance of continually reviewing their own practice and professional development through an exploration of the benefits and issues associated with reviewing practice. They will then develop their knowledge and skills of theoretical models and other techniques needed to support them in carrying out active, dynamic, action-based, real-time reflection. Students will record their evidence in the PLAD which will comprise learning from this and other units on an ongoing basis. Finally, students will evaluate their reflective journeys and the effectiveness of the PLAD in supporting their ongoing personal and professional development.
On successful completion of this unit, students will have gained the necessary knowledge and skills to complete a professional development portfolio that records evidence of a continuous cycle of reflection and improvement of knowledge and skills and be able to plan for their future career pathway
Learning Outcomes:
By the end of this unit students will be able to:
Reflecting on our daily activities is an automatic process: it is part of human nature, and something conducted often unconsciously. Reflective practice involves self-observation and evaluation with the goal of refining practice on an ongoing basis. Reflecting on what we do is a fundamental skill that helps us to develop, improve personally and professionally. It is an active, dynamic process that also helps develop confidence in our ability to perform our daily working practice and to become proactive, professional leaders. The art of reflection is a tool that students will carry with them through and beyond their educational journeys and is a requisite for many roles in the sector. Developing the necessary skills early helps students to be prepared for their career progression pathways.
This unit is intended to run alongside other units in this qualification in order that students may gather evidence to compile a Professional Learning and Development Portfolio (PLAD) which captures evidence of learning and development against a framework of Practice Themes which forms the essential core running through the unit. The unit aims to develop the skills and knowledge necessary for students to reflect on their own and others’ daily practice and improve students’ own practice and professional development.
Students will firstly develop an understanding of the purpose and importance of continually reviewing their own practice and professional development through an exploration of the benefits and issues associated with reviewing practice. They will then develop their knowledge and skills of theoretical models and other techniques needed to support them in carrying out active, dynamic, action-based, real-time reflection. Students will record their evidence in the PLAD which will comprise learning from this and other units on an ongoing basis. Finally, students will evaluate their reflective journeys and the effectiveness of the PLAD in supporting their ongoing personal and professional development.
On successful completion of this unit, students will have gained the necessary knowledge and skills to complete a professional development portfolio that records evidence of a continuous cycle of reflection and improvement of knowledge and skills and be able to plan for their future career pathway
Learning Outcomes:
By the end of this unit students will be able to:
- Explain the role of reflection in health and social care practice
- Use the Practice Themes as a framework for reflection
- Demonstrate active, ongoing, critical reflection of learning experiences
- Assess the overall success of own reflective journey and consider future career pathway.
RECOMMENDED RESOURCES
Textbooks
Websites
Links Unit 2 requires students to reflect on all aspects of daily practice and links to all other units taken as part of this qualification suite
Textbooks
- BOLTON, G.E.J. (2014) Reflective Practice: Writing and Professional Development (4th Ed.) London: Sage Publications Ltd.
- JASPER, M. (2013) Beginning Reflective Practice (2nd Ed.) Boston: Cengage Learning Inc.
- OELOFSEN, N. (2012) Developing Reflective Practice: A Guide for Students and Practitioners of Health and Social Care (Oxon Ed Edition) Gloucestershire: Lantern Publishing Ltd.
- McCORMACK, B., MANLEY, K. and TITCHEN, A. (eds.) (2013) Practice Development in Nursing and Healthcare (2nd Ed.) Oxford: Wiley Blackwell.
Websites
- www.hsj.co.uk Healthcare Services Journal (HSJ) The importance of reflective practices (Article)
- www.nationalahec.org Core Principles and Values of Effective Team Based Healthcare (Guidance)
- www.nursingtimes.net Nursing Times A practical approach to promote reflective practice within nursing (Article)
Links Unit 2 requires students to reflect on all aspects of daily practice and links to all other units taken as part of this qualification suite
LEARNING OUTCOME 3
EXPECTED STUDENT LEARNING OUTCOME
After completing this module you will be able to:
LO 3 Demonstrate active, ongoing, critical reflection of learning experiences
The goal of this module is to allow you to gather evidence to compile a Professional Learning and Development Portfolio (PLAD) which captures evidence of learning and development against a framework of Practice Themes which forms the essential core running through the unit.
EXPECTED STUDENT LEARNING OUTCOME
After completing this module you will be able to:
LO 3 Demonstrate active, ongoing, critical reflection of learning experiences
The goal of this module is to allow you to gather evidence to compile a Professional Learning and Development Portfolio (PLAD) which captures evidence of learning and development against a framework of Practice Themes which forms the essential core running through the unit.
ASSESSMENT CRITERIA
- P5 Explain methods used to gain evidence of effective reflective practice in own area of work practice
- P6 Produce a portfolio of practice-based evidence using the Practice Themes as a framework
- M3 Analyse own performance and learning using the framework of Practice Themes and other quality performance measures
- D3 Evaluate own holistic professional learning and development through practice
LESSON THREE CONTENT
- Methods and skills for gathering evidence for reflection through own performance in daily activities
- Developing and recording reflections of working practice
ASSESSMENT OF PRIOR LEARNING
Mandatory Survey | Rate your competency against the learning outcomes in this module.
Please complete this Survey before you start the new course. You'll be asked to review your answers later in the course as part of a graded assignment. You'll be instructed to look back (reflect) and assess what you've learned on this course. PLUS! your answers will useful to the Lecturer to determine your prior knowledge in the subject and tailor the lessons and learning activities to better support your needs
Please complete this Survey before you start the new course. You'll be asked to review your answers later in the course as part of a graded assignment. You'll be instructed to look back (reflect) and assess what you've learned on this course. PLUS! your answers will useful to the Lecturer to determine your prior knowledge in the subject and tailor the lessons and learning activities to better support your needs
How familiar are you with the content covered in this module?
Rate your current competency against the learning outcomes for this module on the following scale:
Read the questions provided in the Student Survey Form below and check the appropriate answers...
Rate your current competency against the learning outcomes for this module on the following scale:
- 1 = Novice. This subject matter is completely new to me.
- 2 = Partial understanding or competence. I have a basic understanding of the subject matter but still require support.
- 3 = Average understanding or competence. I have a fair grasp of the subject matter and its application.
- 4 = Above average understanding or competence. I have a strong grasp of the subject matter and could easily apply it in a variety of contexts.
- 5 = Expert. I have mastered this subject area, and I could teach it to others.
Read the questions provided in the Student Survey Form below and check the appropriate answers...
TEACHING AND LEARNING ACTIVITIES IN THIS UNIT
THREE FACTORS WE CONSIDER WHEN SETTING THE ASSIGNMENTS:
How The Tasks In the Assignments Are Constructed And The Grading Criteria
Other Considerations:
USING CONSTRUCTIVE AND ACTIONABLE FEEDBACK TO MEET THE GRADING CRITERIA
Your performance on the assessment will indicate if you’re reading, memorizing, paying attention, and taking the right notes. To do well, you’ll need to apply what you’re learning to the situations presented to you in the assignment. Here are ways you can correctly use what you’re learning to improve your grades, become more confident, and contribute effectively to group work:
- We want to make learning fun, and so we’ve included many practical and interactive elements in the program. To increase your learning and engagement, we’re using a wide variety of teaching methods and assessments: traditional lecture, powerpoint, video, audio, field study, abstract models, diagrams, case studies, concept maps and examples to help connect what we’re teaching to make the information and learning experience practical, relevant, relatable and meaningful to the students.
- For assessments and activities, we mix traditional paper methods, mandatory class discussions, short assignments, and online multiple choice quizzes to help you to memorize the vocabulary and concepts that you might be struggling to remember and retain. For the quiz, the use of testing software allow you to take the test and receive the results immediately.
- Direct engagement encourages students to take responsibility for their learning and we have research papers, essays, debates, forums, video and audio assignments, and teamwork so you can work through problems with a partner and support each other in the areas that you’re most challenged.
- We make sure we calculate all your efforts so everything count towards your grades.
THREE FACTORS WE CONSIDER WHEN SETTING THE ASSIGNMENTS:
- Your prior knowledge,
- The contents you’re learning now, and your
- Development of your cognitive abilities to undertake more complex task as you progress in the program.
How The Tasks In the Assignments Are Constructed And The Grading Criteria
- Course-related knowledge (called content knowledge);
- Correct use of the command verb
- Applying and using the content knowledge in a context and constructive way e.g. to solve problem and make decisions in the case situation/context given; solve an accounting problem; create a concept map etc.
Other Considerations:
- Competencies in the academic domain e.g. quality and breath of the discussion, use of appropriate language, vocabulary, grammar and sentence construction; comprehension of the assignment and executing the task correctly; Harvard Referencing Standards
- Attention to instructions
- Grade Achievement e.g. Pass, Merit and Distinction
- Attitudes, values, and self-awareness
USING CONSTRUCTIVE AND ACTIONABLE FEEDBACK TO MEET THE GRADING CRITERIA
Your performance on the assessment will indicate if you’re reading, memorizing, paying attention, and taking the right notes. To do well, you’ll need to apply what you’re learning to the situations presented to you in the assignment. Here are ways you can correctly use what you’re learning to improve your grades, become more confident, and contribute effectively to group work:
- The topic is the subject of the assignment. All information available on this topic is content knowledge. For example, what the topic is about, what it does, how it works, the positive and negative influences – how its impacting or being impacted by other issues (pros/benefits or cons/limitations/drawbacks). Learn all the information, so you’re ready to use this content knowledge in different ways..
- You’ll also need to show your assessor and audience the depth of your understanding. To test the level of your knowledge, you’re given specific commands, e.g. to explain, analyze, describe, compare, apply etc. These are the command verbs to tell you how to carry out the assignment correctly. You must also study what each Command Verb requires to use the content knowledge correctly. For example, comparing is not explaining, and explaining is not analyzing, and if you don’t know the difference, you’ll incorrectly execute the assignment.
- The assignments have command verbs, topic, and contexts to demonstrate that you can use content knowledge constructively and in different situations/contexts/settings, e.g. to solve a problem in a case study, accounting formula, or statistical equation, etc.
- Pay attention to further instructions given the assignment and meet academic conventions. Carefully read the instructions and assignment given then identify the critical parts of the task. You must satisfactorily demonstrate three main criteria to pass the course.
- Set up a meeting with your Success Manager to go-over the feedback and plan for the achievement of these competencies.
Module Rules And Restrictions
Learning Outcomes (LO) are called modules. There are four (4) modules to be covered on Unit 45 Sales Management. Each module has graded assignments.
PASS GRADES
Assignments marked as P e.g. P1, are compulsory. You must do all all P tasks on the module. If you achieve the grade, you're award Pass for that assignment.
REFERRED GRADE
If you do not achieve the pass grade, you're awarded the Referred Grade, and can re-sit the assignment. Resit fee is $12.00 per task. You'll only be allowed to resit a module twice. Any unit that has a referred grade is capped at a pass. This means that you cannot earn a higher grade for this unit e.g. if you earn a referred grade on P1 in module 1 of unit 35, you cannot earn a merit or distinction on unit 35.
LATE WORK
Your assignment must be submitted no later than 11:30 PM on the due date. Submitting late work is strongly discouraged. If an unplanned event occurs, you have a maximum of two days to submit with late fee of $5 paid with the late assignment.
EXTENUATING CIRCUMSTANCES
If you have supporting evidence of extenuating circumstances you can apply for further extension for late assignment submission. See the published list of issues considered 'extenuating'. Permission for extenuating circumstances cannot extend beyond the final day of the semester. You'll pay the late penalty of $15, when submitting the assignment on the given date.
FAIL GRADE
If you fail to complete and submit the 'P' tasks on the assignment, your grade is Incomplete (IC/NC), which is a fail grade. If you earn a fail grade on the unit, you must retake the assignments at the full 'per-course rate' that is published in Tuition Schedule.
If you fail to secure a pass grade after resitting twice on a module, you'll be awarded a fail, and will need to take over the class and all the assignments at the full 'per-course rate' published in the Tuition Schedule.
If you plagiarize at any point on this unit, your paper will awarded a fail. Plagiarism can be committed in a number of ways, please see the handbook. If you earn a fail grade, and will need to take over the class and all the assignments at the full 'per-course rate' published in the Tuition Schedule.
HIGHER GRADES
You can earn a merit or distinction grade on this Module when you achieve the criteria for the tasks listed as M and D e.g. M1, D1 etc. While we'll encourage you to attempt all tasks on the assignment, it's not compulsory for you to attempt the tasks for merit and distinction in the assignments. In other words, you don't have to do the tasks listed as M and D. If you miss one M or D task, do not attempt the others, as you'll need to earn the grades for all M tasks, to earn Merit. For the distinction, you'll need to earn the grade for all the Ms and Ds.
MERIT
You can achieve the merit grade only when you earn both the pass (P) and merit (M) grades on the module. If you're undertaking task on the assignment marked 'M' e.g. M1 you're attempting the merit grade. If you do not earn the merit grade, you can only be awarded the pass grade, as long as you satisfied the Pass criteria. You cannot resit a M task after you attempted it once. The grade will be capped at a pass for the unit.
DISTINCTION
You can achieve the distinction grade only when you earn the pass (P), merit (M) and distinction (D) grades on the module. If you're undertaking the task on the assignment marked 'D' e.g. D1, you're attempting the distinction grade. If you do not achieve the grade, you can be awarded the merit grade, as long as you satisfied the criteria for the pass and merit. You cannot resit a D task after you attempted it once. The grade will be capped at a merit for the unit.
SYLLABUS
Get the Syllabus and the required Practice Themes to be used as framework for reflection >>>Download the file
LEARNING OUTCOME 3
Demonstrating Professional Principles and Values in Health and Social Care Practice Law, Policy and Ethical Practice in Health and Social Care
Methods and skills for gathering evidence for reflection through own performance in daily activities:
Develop and record reflections of working practice:
Demonstrating Professional Principles and Values in Health and Social Care Practice Law, Policy and Ethical Practice in Health and Social Care
Methods and skills for gathering evidence for reflection through own performance in daily activities:
- How and where to seek information about current best practice, legislation, policy and other information to be able to carry out work role effectively
- How to source information about own and other areas of health and social care practice and develop to promote an integrated working model
- Sourcing feedback on own personal presentation, organizational skills and performance from others inside and outside work practice
- Records of daily practice
- Seeking a critique of skills, knowledge and practical competence through peer reviews, appraisals, observations, mentoring and critical friend models
- Shadowing and observing colleagues to identify best practice, presentation and behaviors
- Applying problem-solving, analytical thinking and decision-making skills to issues
- Being objective, open-minded and self-critical of own abilities and needs
- Gaining knowledge and skills through communicating with others, attending meetings, office work, own research
- Building ethical relationships and working cooperatively with colleagues, service users and their families and other professionals to be able to reflect on performance and skills
- Use of effective communication skills to meet and respond to the individual needs of others
- Applying principles of duty of care, ensuring the health, safety and well-being of individuals is maintained Developing numeracy skills in health and social care practice through observations of others in own practice and personal research
- Critical self-reflection to assess own performance and knowledge across Practice Themes and links to other quality performance measures
- Working with others to create team working environments and leading others demonstrating a range of competences including attitudes, behaviors commensurate with role
Develop and record reflections of working practice:
- Producing a Professional Learning and Development Portfolio (PLAD) using the Practice Themes across all areas of working practice
- Gathering evidence across range of topics covering the Practice Themes Respecting confidentiality, privacy and setting’s data protection policies Ethical considerations, e.g. communicating and working collaboratively with service users, colleagues, families and other professionals
- How own daily practice meets individual needs of service users, e.g. individual care needs, communication and behaviors
- Evidence of own personal evidence-based and practical learning demonstrating self-management, problem-solving, critical thinking, decision-making, creative thinking and finding solutions
- Own research and learning
- Reflection of own knowledge, skills and practical competence to include experiences, values and own education
- Reflections on areas of development and learning from other units forming part of this qualification
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Week 1 Graded Activities
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Week 2 Graded Activities
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Week 3 Graded Activities
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Week 4 Graded Activities
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SATISFACTION SURVEY
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STUDENT EXPECTED LEARNING OUTCOME
The students will be able to:
LO3: Demonstrate active, ongoing, critical reflection of learning experiences
The students will be able to:
LO3: Demonstrate active, ongoing, critical reflection of learning experiences
ASSESSMENT CRITERIA
LESSON ONE TOPIC
LEARNING OBJECTIVES
LESSON CONTENTS AND MANDATORY READING MATERIALS FOR P5
- P5 Explain methods used to gain evidence of effective reflective practice in own area of work practice.
LESSON ONE TOPIC
- Reflection as part of continuous professional development for healthcare professionals
LEARNING OBJECTIVES
- You are required to assess the value of reflective experience in improving the practices directly related to healthcare.
LESSON CONTENTS AND MANDATORY READING MATERIALS FOR P5
- What is reflective practice? Includes different frameworks for reflective practice
- Reflective practice in health care and how to reflect effectively (with a practice task)
- Realizing the benefits of reflective practice (with example of reflective practice in action)
- How can I make a difference in the world? What is “good change” and how do I contribute to it?
FORMATIVE ASSESSMENTS
Medium Stakes Assignments
Activities For Lesson One: Week One
- Reading exercises and short answers
- Problem-based inquiry
ACTIVITY ONE:
Review the literature surrounding the values of reflective practices to healthcare Practitioner and answer the seven (7) questions below:
Review the literature surrounding the values of reflective practices to healthcare Practitioner and answer the seven (7) questions below:
Answer These Essential Questions:
(8 Hours: Recommended word limit 1000 words)
Instructions
Due On May 13 | This assignment is designed for mandatory in-class discussion. You will be required to participate on May 13. Complete and submit before start of the class.
LATE ASSIGNMENT AND EXTENUATING CIRCUMSTANCES: The assignment is to be submitted on-time. See the instructions about late submissions and special conditions for extenuating circumstances.
- What is reflection?
- What does it means to be a reflective practitioner?
- What is reflective practice in healthcare?
- How do you reflect effectively in healthcare practice?
- What are some tools to help you engage in reflective practice?
- What are the benefits of reflective practice for healthcare practitioners?
- What are the strategies for measuring and monitoring feedback in healthcare practice?
(8 Hours: Recommended word limit 1000 words)
Instructions
- You're expected to engage completely in the assignment and developing your answers in a meaningful and constructive way to demonstrate knowledge and understanding.
- Activity One will require that you read the resources linked in the lesson content, and use the literature to address the given tasks.
- Your answer should be no more than 1,000 words and completed by May 13 and submitted prior to the start of the class.
- Use your own words, plagiarism is unacceptable. If you plagiarize on any assignment, you'll be awarded a fail grade for the unit. Before starting any assignments on the semester, be sure to read the information provided on what is plagiarism and how to avoid it.
- This assignment is assigned medium stakes in terms of importance, but your full participation is encouraged as this assignment will be contributing to your final grade for the unit.
Due On May 13 | This assignment is designed for mandatory in-class discussion. You will be required to participate on May 13. Complete and submit before start of the class.
LATE ASSIGNMENT AND EXTENUATING CIRCUMSTANCES: The assignment is to be submitted on-time. See the instructions about late submissions and special conditions for extenuating circumstances.
STUDENT EXPECTED LEARNING OUTCOME
The students will be able to:
LO3: Demonstrate active, ongoing, critical reflection of learning experiences
The students will be able to:
LO3: Demonstrate active, ongoing, critical reflection of learning experiences
ASSESSMENT CRITERIA
LESSON TWO TOPIC:
Methods used to gain evidence of reflective practice in your area of healthcare practice
LESSON TWO OBJECTIVES
COURSE CONTENTS AND RESOURCES
- P5 Explain methods used to gain evidence of effective reflective practice in own area of work practice and produce a portfolio of practice-based evidence using the Practice Themes as a framework.
LESSON TWO TOPIC:
Methods used to gain evidence of reflective practice in your area of healthcare practice
LESSON TWO OBJECTIVES
- Explaining the methods used to gain evidence of effective reflective practice in own area of work practice.
COURSE CONTENTS AND RESOURCES
- Four stages of Kolb's learning cycle
- Gibbs Reflective Cycle (with sample/examples)
- Developing goals and objectives for PLAD
- Skills required for gathering evidence for reflection
- Methods used for gathering evidence for reflection on own practice
- Evidence required for reflection through own performance in daily activities
SUMMATIVE ASSESSMENT
High Stakes Assignment
ASSESSMENT TOPIC:
P5 Explain methods used to gain evidence of effective reflective practice in own area of work practice.
P5 Explain methods used to gain evidence of effective reflective practice in own area of work practice.
Graded Activity For Lesson 2
- Essay Writing (required activity: graded)
ACTIVITY
Reflective practice enables recognition of the paradigms – perspectives, assumptions, frameworks and patterns of thought and behavior – that shape our thinking and action. It also allows for the exploration of broader questions, such as:
By trying out methods of reflection and personal inquiry we can nurture greater self-awareness, imagination and creativity, as well as systemic, non-linear modes of thinking and analysis
CLINICAL CASE CONTEXT
Your organisation is undergoing a process of organisational learning and change, and capacity development. The goal is to produce behavioral change in the medical practice so that healthcare improvement is achieved and measurable. The development is essential to patients preference by promoting accountability, producing more measurable behavioral change, involving legal aspects such as avoiding lawsuits and practicing under compulsory relicensure, and is a “self-evaluation model reporting form” with an evaluation component.
METHODS USED TO GAIN EVIDENCE OF REFLECTIVE PRACTICE
To this extent, you're asked to compile a Professional Learning and Development Portfolio (PLAD). The PLAD will be capturing evidence of your learning and development against one of the frameworks of Practice Themes that you're provided. By reflecting on your daily practice and that of others in your clinical context, you can produce the best available evidence of learning and application.
P5 ACTIVITY TWO
Eight (8) Hours | 500 - 650 words maximum
Reflective practice enables recognition of the paradigms – perspectives, assumptions, frameworks and patterns of thought and behavior – that shape our thinking and action. It also allows for the exploration of broader questions, such as:
- What are the paradigms that shape not just our own actions, but development as a whole?
- How does our position relate to the assumptions we make? Are these constructive or destructive to our goals?
- How are our goals themselves limited by our paradigms?
By trying out methods of reflection and personal inquiry we can nurture greater self-awareness, imagination and creativity, as well as systemic, non-linear modes of thinking and analysis
CLINICAL CASE CONTEXT
Your organisation is undergoing a process of organisational learning and change, and capacity development. The goal is to produce behavioral change in the medical practice so that healthcare improvement is achieved and measurable. The development is essential to patients preference by promoting accountability, producing more measurable behavioral change, involving legal aspects such as avoiding lawsuits and practicing under compulsory relicensure, and is a “self-evaluation model reporting form” with an evaluation component.
METHODS USED TO GAIN EVIDENCE OF REFLECTIVE PRACTICE
To this extent, you're asked to compile a Professional Learning and Development Portfolio (PLAD). The PLAD will be capturing evidence of your learning and development against one of the frameworks of Practice Themes that you're provided. By reflecting on your daily practice and that of others in your clinical context, you can produce the best available evidence of learning and application.
P5 ACTIVITY TWO
- Tell us about your background (scholarly and Professional Practice)
- How is Kolb's learning cycle relevant to your development?
- How is Gibb's Reflective Cycle relevant to your learning and development?
- Identify the different methods that are used to collect evidence of learning and reflective practice in healthcare systems
- Explain the methods that you'll be using to gain evidence of effective practice in your own areas of work.
- Justify your selection of methods.
Eight (8) Hours | 500 - 650 words maximum
ABOUT ACTIVITY TWO
This assignment is essay writing and will allow you to demonstrate knowledge and understanding about the methods used to gain evidence of effective reflective practice in own area of work practice. while developing your ability to explain, evaluate and use what you're learning in a constructive way. You are practicing critical thinking which will improve your reasoning, writing and metacognition.
You'll be explaining the methods used to gain evidence of effective reflective practice in a healthcare discipline and your own area of work practice.
INSTRUCTIONS
- You should think about what you have learnt in the lessons and carry out the task thoughtfully and candidly. You will need in-text referencing wherever the information is obtained from other sources.
- Avoid plagiarizing. While you may revisit your lesson notes and video, you can only use your own words. Plagiarism is a serious offense, and you'll be awarded a fail grade if you cheat.
- The recommended time for this assignment is eight (8) hours. The completed work should be 500 - 650 words maximum. Your work should be neatly typed, using Arial Font and font size 11.
- You will submit this assignment twice: 1) First, you'll download the document that is attached below and complete the assignment. Save and upload the file using the upload option below; and 2) Copy and paste the same answer in the box provided below.
- The only acceptable format for the uploaded work is in PDF.
- Read these instructions carefully before you attempt the task.
MAY 20 | Submission Deadline for Activity Two.
LATE ASSIGNMENT AND EXTENUATING CIRCUMSTANCES: The assignment is to be submitted on-time. See the instructions about late submissions and special conditions for extenuating circumstances.
STUDENT EXPECTED LEARNING OUTCOME
The students will be able to:
LO3: Demonstrate active, ongoing, critical reflection of learning experiences
The students will be able to:
LO3: Demonstrate active, ongoing, critical reflection of learning experiences
ASSESSMENT CRITERIA
LESSON THREE TOPIC:
Professional Learning And Development Portfolios (PLAD)
LESSON THREE OBJECTIVES:
COURSE CONTENTS AND RESOURCES
- P6 Produce a portfolio of practice-based evidence using the Practice Themes as a framework.
LESSON THREE TOPIC:
Professional Learning And Development Portfolios (PLAD)
LESSON THREE OBJECTIVES:
- Developing, compiling and producing a Portfolio of Evidence (PoE)
COURSE CONTENTS AND RESOURCES
SUMMATIVE ASSESSMENT
High Stakes Assignment
SUMMATIVE ASSESSMENT
High Stakes Assignment
ASSIGNMENT TOPIC:
Compile a PLAD
Compile a PLAD
Graded Activities For Lesson Three
- Portfolio Development
ACTIVITY THREE
Reflective practice enables recognition of the paradigms – perspectives, assumptions, frameworks and patterns of thought and behavior – that shape our thinking and action. It also allows for the exploration of broader questions, such as:
- What are the paradigms that shape not just our own actions, but development as a whole?
- How does our position relate to the assumptions we make? Are these constructive or destructive to our goals?
- How are our goals themselves limited by our paradigms?
By trying out methods of reflection and personal inquiry we can nurture greater self-awareness, imagination and creativity, as well as systemic, non-linear modes of thinking and analysis
CLINICAL CASE CONTEXT
Your organisation is undergoing a process of organisational learning and change, and capacity development. The goal is to produce behavioral change in the medical practice so that healthcare improvement is achieved and measurable. The development is essential to patients preference by promoting accountability, producing more measurable behavioral change, involving legal aspects such as avoiding lawsuits and practicing under compulsory relicensure, and is a “self-evaluation model reporting form” with an evaluation component.
YOUR ROLE
To this extent, you're asked to compile a Professional Learning and Development Portfolio (PLAD). The PLAD will be capturing evidence of your learning and development against one of the frameworks of Practice Themes that you're provided. By reflecting on your daily practice and that of others in your clinical context, you can produce the best available evidence of learning and application.
TOOL
Use Gibbs’s Reflective Cycle (1988) as a framework to examine your experiences and guide the data collection and analysis of your clinical experiences. The cycle involves six steps with the corresponding questions:
- Description of the situation/incident: ‘What happened?’
- Feelings: ‘What were you thinking and feeling?’
- Evaluation: ‘What was good and/or bad about the experience’?
- Analysis: ‘What sense can you make of the situation?’
- Conclusion: ‘What else could you have done?’
- Action Plan: ‘If the incident arose again, what would you do?’
P6 | ACTIVITY THREE
Produce a portfolio of practice-based evidence using one of the Practice Themes as a framework. The following organisation and structure for the PLAD is agreed:
1) Background
2) Purpose
2) Specify the focused Goals of the PLAD
3) Guiding questions
4) Methods (used for learning, collecting evidences, and for the reflective practice)
5) Application of Gibbs Cycle Of Reflection (Portfolio of Evidences)
SUBMITTING THE WORK
- Download the Assignment Brief and submit the work in the same document
- Follow the instruction in the Brief
Fourteen (14) Days | 1,200 -1,500 words maximum
DUE DATE: MAY 27
STUDENT EXPECTED LEARNING OUTCOME
The students will be able to:
LO3: Demonstrate active, ongoing, critical reflection of learning experiences
The students will be able to:
LO3: Demonstrate active, ongoing, critical reflection of learning experiences
ASSESSMENT CRITERIA
LESSON FOUR TOPIC:
Performance evaluation after compiling the PLAD
LESSON GOAL:
COURSE CONTENTS AND RESOURCES
- M3 Analyse own performance and learning using the framework of Practice Themes and other quality performance measures.
LESSON FOUR TOPIC:
Performance evaluation after compiling the PLAD
LESSON GOAL:
- Analyzing your own performance and learning, using the framework of practice themes and other quality measures
COURSE CONTENTS AND RESOURCES
- Methods to evaluate reflective practices
- Evaluating and analyzing own performance using quality measures
ACTIVITY FOUR
Has your learning increased and your practice improved?
Reflect on your learning against the goal, aims and objectives of the PLAD.
Two Hours : 300 words | This task is designed for higher grade and is not a compulsory task
Has your learning increased and your practice improved?
Reflect on your learning against the goal, aims and objectives of the PLAD.
- Analyse own performance and learning using the framework of Practice Themes and other quality performance measures
Two Hours : 300 words | This task is designed for higher grade and is not a compulsory task
INSTRUCTIONS
SUBMISSION DATE | JUNE 1 Please submit the work on-time.
LATE WORK | There are specific requirements for late work and special considerations for extenuating circumstances. Please review the instructions on the course home page.
- You should think about what you have learnt in the lessons and carry out the task thoughtfully and candidly.
- Avoid plagiarizing. While you may revisit your lesson notes and video, you can only use your own words. Plagiarism is a serious offense, and you'll be awarded a fail grade if you cheat.
- The recommended time for this assignment is two hours. The completed work should be no more than 350 words. Your work should be neatly typed, using Arial Font and font size 11.
- You will submit this assignment in the box provided below.
- Read these instructions carefully before you attempt the task.
SUBMISSION DATE | JUNE 1 Please submit the work on-time.
LATE WORK | There are specific requirements for late work and special considerations for extenuating circumstances. Please review the instructions on the course home page.
