Mirror Mirror2

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Information about Mirror Mirror2
Education

Published on March 3, 2008

Author: Doride

Source: authorstream.com

Portfolio development & practical suggestions for improving reflective practice:  Portfolio development & practical suggestions for improving reflective practice Eve Pringle & Fiona Gray Learning outcomes:  Learning outcomes CPD context What is a portfolio? Some reflective models Personal learning styles Identify a personal baseline for reflection Establish individual goals and develop a personal learning contract. Professional Context:  Professional Context COT Code of Ethics 5.4 The maintenance & development of professional standards is a requirement of continued practice. Occupational therapists shall undertake CPD. Each occupational therapist is responsible for maintaining a portfolio detailing CPD As part of the appraisal/development process, occupational therapists should consider their personal & professional development & translate this into realistic yearly objectives with a proposed implementation plan. Occupational therapists have a duty to ensure that wherever possible their professional practice is evidence based & consistent with established research findings. Service context:  Service context Health Act 1999 establishment of Health Professions Council - Professionals will have to account for their CPD. Demonstrate ‘Fitness for purpose’ ‘fitness for practice’ Kennedy Report ( 2001) employers should make provision for CPD in order to maintain standards. Annual appraisals mandatory for all health professionals in the NHS. Should meet - Individual- Professional-Team- Service needs Slide5:  “The government will invest additional resources in CPD and will ensure a strengthened link between CPD and registration as proposed in the consultation document on the new Health Professions Council…every NHS organisation will be required to develop work based learning, building coherent structures and infrastructures in order to bring all NHS organisations up to the level of the best” Meeting the Challenge: A Strategy for the Allied Health Professions. DOH 2000 What is a portfolio?:  What is a portfolio? ‘ A private collection of evidence which demonstrates the continuing acquisition of skills, knowledge, attitudes, understanding and achievement. It is both retrospective and prospective, as well as reflecting the current stage of development and activity of the individual.’ Brown 1995. Stage 1 - Portfolio Development :  Stage 1 - Portfolio Development Consider the structure of the portfolio - Will you have a single folder or separate folders representing different time-scales/aspects of your career. Will it need to be flexible ? Inclusion of videos/discs/tapes/photographs Consider different ways of organising the information you will include - CV/Qualifications/Certificates/Reflections/Appraisal Forms etc. Visit stationary shops to get ideas - Consider before you buy- Choose something you really like. Use clear plastic pockets to protect contents. Set aside an afternoon to transfer information from your ‘shoe box’ into your ‘portfolio’ Stage 2 - Developing Reflection:  Stage 2 - Developing Reflection Once you have all your certificates etc in place you can think about developing a reflective aspect to your portfolio Think about how you are going to approach reflection and what aspects of your professional practice you can usefully learn from - make a list eg monthly supervision/problem cases/attendance at courses etc or are you going to keep a journal? Select areas of practice to reflect on - create a balance between the ordinary & extraordinary. Choose an approach/model of reflection that appeals to you - experiment. Decide how you are going to develop the habit of reflecting regularly Your tool box:  Your tool box Familiarity with different models/theories of reflection Ability to develop a personal learning contract Strategy for embedding portfolio development & reflection into your everyday working life Skill in identifying & making use of a wide range of resources to support portfolio development & reflective practice. Curiosity about how you learn - what style of learner you are. Reviewing your professional career Road map Models & Theories of Reflection :  Models & Theories of Reflection Schon – ‘reflection in action’ Kolb’s learning cycle Boud & Walker - 3 stages of reflection Fish et al – ‘strands’ of reflection Kolb’s learning cycle:  Kolb’s learning cycle The experience – running a group/treating a patient The reflection – questioning what happened The conceptualisation – looking for meaning The experimentation – applying insight/ new learning in practice Model of Reflective Practice:  Model of Reflective Practice Boud, Keogh and Walker - 1985 Preparation Engagement Processing Preparation:  Preparation An outline of the aims of the activity and the broad structure of what is to take place What the requirements of the activity? Skills recognition Resource acquisition Engagement:  Engagement What were the experiences? events, remarks, questions, thoughts Processing:  Processing Discussion, personal diary record issues and feeling What has been left undone? What questions have been left unasked? What records have been left incomplete? The Four Strand Approach to Reflective Practice:  The Four Strand Approach to Reflective Practice Fish, Twinn and Purr – 1991 The Factual Strand The Retrospective Strand The Sub-stratum Strand The Connective Strand The Factual Strand:  The Factual Strand Setting the scene What actually happened? Pinpointing significant/critical incidents What did you feel, think and do? The Retrospective Strand:  The Retrospective Strand Involves looking back over the whole event, seeking patterns and new meanings and reviewing intentions Process outcomes and personal views The Sub-stratum Strand:  The Sub-stratum Strand What assumptions, beliefs, culture, customs, attitudes or values underlie the event? What were the environmental demands? The Connective Strand:  The Connective Strand What the implications on future practice? What was learned? What could be changed? Could concepts or assumptions be challenged? What is a learning contract?:  What is a learning contract? Specifies what the learner will learn, how this will be accomplished, within what period of time, and what the criteria of evaluation will be. Negotiated between learner and mentor Renegotiated and altered over time What are the benefits?:  What are the benefits? Enhances self directed learning –flexible/tailor made Learner can control style & pace of learning Enhances ‘deep’ as opposed to ‘surface’ learning Integration of knowledge Facilitates learning across fieldwork/college divide How to make reflection happen:  How to make reflection happen Choosing/deciding - the first step -deciding to start a portfolio /reflection Commit - declare intention to supervisor/mentor/manager Explore- experiment with different formats for portfolio and different approaches to reflection. Identify - after getting started identify which approach works best - develop personal style and approach - identify possible barriers and seek ways of overcoming them Negotiate - share development with other team members/ supervisor - open to ideas/suggestion for further development improvement. Plan - develop a plan/strategy based on realistic targets. Practice - implement the plan over time- frame Re-examine - question appraise attitudes/values Sustain - persisting despite barriers/failure or slow progress. Resources:  Resources COT web page. www.cot.co.uk CLINIC web page http://clinic.cant.ac.uk http://www.dmu.ac.uk/~jamesa/learning/reflecti.htm http://www.stfm.org/ANNUAL01/td3-10.pdf http://www.ericfacility.net/ericdigests/ed346319.html Journal articles Books References:  References Alsop A ( 2002) Portfolios: Portraits of our Professional Lives. BJOT 65(5) 201-206. Brown R ( 1995) Portfolio development & profiling for nurses. Quay Publications. Boud, D., Keogh, R. & Walker, D. (1985) “Reflection: Turning Experience into Learning”, London:Kogan Page Fish, D., Twinn, S. & Purr, B. (1991) “Promoting Reflection: Improving the supervision of practice in health visiting and initial teacher training”, West London Institute of Higher Education Keilhofner ( 2002) MOHO.[3rd edition] Schon, D.A. (1987) “Educating the Reflective Practitioner”, San Francisco:Jossey-Bass Publishers

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