empowering practitioners through reflection: the key to successful professional development...

Empowering practitioners

through reflection:

the key to successful professional development

Associate Professor Jenny Sim

Programme Director Medical Imaging

School of Medical Sciences

• Reflection?

• Research study: Reflection through the voices of MRTs

• Principles of successful CPD:

• Structured reflective process

• Kirkpatrick Evaluation model

• Holistic CPD model

• CPD and Research

Session outline

• Conscientious and rational thought process

• Intentional, goal focussed

Reflection?

• Link between different learning experiences

• Make sense of our learning and experiences in the workplace

• Identify our strengths and weaknesses

• Improve our clinical practice

Sugerman, D. A., Doherty, K. L., Garvey, D. E., & Gass, M. A. (2000). Reflective Learning: Theory and Practice. Iowa: Kendall/Hunt Publishing.National Rural and Remote Support Service (2014). Reflective Practice. Retrieved from: http://www.sarrahtraining.com.au/site/index.cfm?display=143715

http://www.sarrahtraining.com.au/site/index.cfm?display=143715


Reflection

• key skill, basis effective healthcare practitioner (National Rural and

Remote Support Service, 2014; Young, 2002)

Young, M. (2002). Using reflective practice in the podiatry curriculum. In S. Tate & M. Sills (Eds.), The development of critical reflection in the health professions (pp. 18-23). Bristol, United Kingdom: University of LutonNational Rural and Remote Support Service (2014). Reflective Practice. Retrieved from: http://www.sarrahtraining.com.au/site/index.cfm?display=143715.

• “Engaging in reflective practice will help you grow as a clinician and develop your clinical reason.”

National Rural and Remote Support Service, 2014. Reflective Practice, p.1


Reflection modelReflective process Criteria

Returning to experience Description of experience & events

Boud, D., Keogh, R., & Walker, D. (1985). Promoting Reflection in Learning: a Model. In D. Boud, R. Keogh & D. Walker (Eds.), Reflection: Turning Experience into Learning (pp. 18-40). London: Kogan Page.



Attending to feelings

Positive feelings

Negative feelings

Being aware of one’s feeling

advance learning

Impede learning





Positive feelings

Negative feelings


advance learning

Impede learning

AssociationRelating of new data to pre-existing knowledge, feelings or attitudesConsideration of multiple perspectives





Positive feelings

Negative feelings


advance learning

Impede learning


Integration Synthesising old & new knowledge to establish new insights





Positive feelings

Negative feelings


advance learning

Impede learning



Validation Testing & verifying the proposed synthesis for consistency

Appropriation Internalising knowledge into one’s own





Positive feelings

Negative feelings


advance learning

Impede learning



Validation Testing & verifying the proposed synthesis for consistency

Appropriation Internalising knowledge into one’s own

Outcomes of reflection

Action

Affective

Perspectives

New way of doing things, development of new skills, commitment to action, readiness for application

Changes in emotional state, attitudes

Transformation in perspectives, changes in values


.

Sim, J. (2006). Continuing professional development in Medical Radiation Science: journey towards reflective practice in cyberspace. Retrieved from: http://researchbank.rmit.edu.au/view/rmit:6199

Developing reflective practice online

http://researchbank.rmit.edu.au/view/rmit:6199

I have noticed a change in Participant

10’s enthusiasm, towards RT planning.

She is keen to learn, almost demands

to learn new methods. This contrasts

the way she was previously used to be a

bit more apprehensive when

challenged.

Radiation Therapy In-charge[Commenting on Participant 10: 2nd Pilot]

Distinct behavioural change

new

old

Impact at workplace

Positive impact on junior staff & students

Impact at workplace

Participant 10 is a good role model in the

workplace. Her positive attitude and

willingness to learn of late has had a positive

impact. Especially on the more junior staff

and students.

Radiation Therapy In-charge

https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcQLXE_OiKb5OPpPjMjeTDfWKh0HrdDE61Tya4FeWuzaN7YyLu4HnQ

Shared her learning at the workplace

• Shared literature• Shared her learning• Stimulated

discussions

Action: ongoing proposal

Snapshot of one Participant

My

proposal EBP

My responsibility to advance practice

Perspective transformation

Input please?

My ideas

Reflected on her approaches towards information seeking

I feel that I am actually quite a different person now in the

way I look at my role in our dept and what I want to do

and to get involved in. Before doing this course I was quite

content to let the younger ones in the dept investigate all the

new equipment and technologies, but now I want to be

more involved and better informed. So I feel I have

benefited enormously from this.

2nd Pilot: Participant 11 [Learning portfolio: 24th November 2004]

Transformation

Personal & professional development


way I look at my role in our dept and what I want to do and to

get involved in. Before doing this course I was quite content

to let the younger ones in the dept investigate all the new

equipment and technologies, but now I want to be more

involved and better informed. So I feel I have benefited

enormously from this. I only hope that I can keep the

enthusiasm and the momentum going. [My senior] is

helping this, having booked me to give a presentation on my

topic in January.2nd Pilot: Participant 11

[Learning portfolio: 24th November 2004]

Workplace support

Transformation


Reflection model: Reflect at deeper level

CPD: Kirpatrick’s Evaluation modelLevel Details

1: Reaction Affective aspects

2: Learning Type and extent of learning

3: Application Changes as a result of learning

• Behaviour

• Attitude

• Perspective

4: Result Impact on workplace

5: Return on investment

Guskey, T. R. (2000). Evaluating Professional Development. Thousand Oaks, California: Corwin Press.Kirkpatrick, D. L. (1998). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler Publishers.


way I look at my role in our dept and what I want to do and to

get involved in. Before doing this course I was quite content

to let the younger ones in the dept investigate all the new

equipment and technologies, but now I want to be more

involved and better informed. So I feel I have benefited

enormously from this. I only hope that I can keep the

enthusiasm and the momentum going. [My senior] is

helping this, having booked me to give a presentation on

my topic in January.2nd Pilot: Participant 11

[Learning portfolio: 24th November 2004]

Workplace support

Transformation


CPD: Holistic CPD model

Identify factors that contribute to success of FMC CPD program

Develop holistic CPD model for use across professional settings

Approved by: RMIT HREC Ethics: ASETAPP 11-09SIM

Flinders Clinical Research Ethics Committee

https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQ1Qb5KKKq0nnFnu4CG640y1bZeM1TrHe_c391k4SQLVvS9Hsth

Identify factors that contribute to success of FMC CPD program

CPD: Holistic CPD model

???

http://blog.ubiq.co/wp-content/uploads/2013/12/ranking.jpg

Reflecting on your practice Adopting EBP

Conference presentationJournal publicationHDR research

Validating the research of others

CPD & ResearchResearch is a continuum

http://growthchampions.org/wp-content/uploads/2012/03/future-challenges-940x265.jpg

Looking forward…

Where am I?

“I am only one, but still I am one. I cannot do everything, but still I can do

something; and because I cannot do everything, I will not refuse to do

something I can do." Edward Everett Hale



empowering practitioners through reflection: the key to successful professional development...

Documents

reflective learning

learning boud

advance learning

reflective practice

learning association

reflective processcriteria

different learning experiences

research slide