Using Reflection within Oncology; Guiding the Student towards Self Aware Practice

Using Reflection Using Reflection within Oncology; within Oncology;

Guiding the Student Guiding the Student towards Self Aware towards Self Aware

PracticePractice

Jason VickersJason Vickers

University of SalfordUniversity of Salford

Practice Practice PlacementPlacement 22

Young Oncology Young Oncology UnitUnit

The Christies The Christies HospitalHospital

• It is a thought process that involves:It is a thought process that involves:.– looking back at events and asking questionslooking back at events and asking questions

– looking forward and asking questionslooking forward and asking questions

– self-assessment of practice / competence in self-assessment of practice / competence in a given situationa given situation

– looking for learning points within the looking for learning points within the scenario or situation on which you reflectscenario or situation on which you reflect

– identifying learning / development needsidentifying learning / development needs

What is Reflection?What is Reflection?

– Reflective practice within practice education is an Reflective practice within practice education is an essential learning process for student development of essential learning process for student development of skills and clinical reasoning (Sladyk and Sheckley, skills and clinical reasoning (Sladyk and Sheckley, 2000).2000).

– It assists the student in identifying strengths and It assists the student in identifying strengths and weaknesses within a setting, enables the student to weaknesses within a setting, enables the student to explore their learning and to understand their explore their learning and to understand their emotional responses to situations (Alsop and Ryan, emotional responses to situations (Alsop and Ryan, 1996)1996)

– In its broadest sense reflective practice involves the In its broadest sense reflective practice involves the critical analysis of everyday working practices to critical analysis of everyday working practices to improve competence and promote development improve competence and promote development (Clouder, 2000).(Clouder, 2000).

Reflective Practice Reflective Practice Within Practice Within Practice

EducationEducation

Salford Workbook Salford Workbook SystemSystem

• PP2 is a first year, 3 week placement attached to a PP2 is a first year, 3 week placement attached to a module which focuses on ethical occupational therapy module which focuses on ethical occupational therapy practice. practice.

• Workbook as learning contractWorkbook as learning contract– Student learning objectives are collaboratively Student learning objectives are collaboratively

determined between the student and educator. determined between the student and educator. – Problem based learning approach which requires the Problem based learning approach which requires the

students to be actively involved in their own learning. students to be actively involved in their own learning. – For each university aim students are required to write For each university aim students are required to write

a reflection outlining their related learning. The a reflection outlining their related learning. The purpose of this is to prepare students for their purpose of this is to prepare students for their ongoing involvement in professional development, ongoing involvement in professional development, and to reinforce the links between theory and and to reinforce the links between theory and practice.practice.

THE REFLECTIVE CYCLE (Gibbs 1988)THE REFLECTIVE CYCLE (Gibbs 1988)

DESCRIPTIONWhat happened

ACTION PLAN FEELINGSIf it happened again What were you what would you do? feeling?

CONCLUSION EVALUATIONWhat else could What was good or badyou have done? About the experience?

ANALYSISWhat sense can you make of the

situation

THE REFLECTIVE CYCLE (Gibbs 1988)THE REFLECTIVE CYCLE (Gibbs 1988)

DESCRIPTIONWhat happened

‘‘Literal description’Literal description’

THE REFLECTIVE CYCLE (Gibbs 1988)THE REFLECTIVE CYCLE (Gibbs 1988)

DESCRIPTIONWhat happened

FEELINGSWhat were you

feeling?

The words we The words we use to describe use to describe & explain how & explain how we feel we feel including non-including non-verbalsverbals

THE REFLECTIVE CYCLE (Gibbs 1988)THE REFLECTIVE CYCLE (Gibbs 1988)

DESCRIPTIONWhat happened

FEELINGSWhat were you

feeling?

EVALUATION What was good or bad About the experience?

Explaining the Explaining the dynamics dynamics between the between the student and the student and the situation.situation.

THE REFLECTIVE CYCLE (Gibbs 1988)THE REFLECTIVE CYCLE (Gibbs 1988)

DESCRIPTIONWhat happened

FEELINGSWhat were you

feeling?

EVALUATION What was good or bad

About the experience?

ANALYSISWhat sense can you make of the

situation

Analysing the Analysing the interrelationships interrelationships within the event.within the event.

Understanding Understanding and critiquing the and critiquing the outcome of our outcome of our actions.actions.

THE REFLECTIVE CYCLE (Gibbs 1988)THE REFLECTIVE CYCLE (Gibbs 1988)

DESCRIPTIONWhat happened

FEELINGSWhat were you

feeling?

CONCLUSION EVALUATIONWhat else could What was good or badyou have done? About the experience?

ANALYSISWhat sense can you make of the

situation

Creating Creating alternatives alternatives within the within the situationsituation

THE REFLECTIVE CYCLE (Gibbs 1988)THE REFLECTIVE CYCLE (Gibbs 1988)

DESCRIPTIONWhat happened

ACTION PLAN FEELINGSIf it happened again What were you what would you do? feeling?

CONCLUSION EVALUATIONWhat else could What was good or badyou have done? About the experience?

ANALYSISWhat sense can you make of the

situation

Linking to Linking to next steps – next steps – Development Development of self and of self and practicepractice

Collaborative Supervisions - Collaborative Supervisions - Guiding the student towardsGuiding the student towards

self aware practiceself aware practice

• Support supervision structure .• Reflections reviewed prior to supervision.• Description, feelings and evaluation of the cycle discussed

within supervisions to develop a clear understanding of the components involved.

• Analysis of situation aided in identifying skills, strengths and weaknesses for development.

• Conclusion within the cycle enabled the educator to ensure that the student understood alternative actions, support structures in place and best practice within the situation.

• Action Plan facilitated setting new/reviewing current goals and objectives within the workbook, and guiding further learning and development for the student.

• This process facilitated the student in understanding, This process facilitated the student in understanding, identifying and responding to issues that arose and as a identifying and responding to issues that arose and as a tool to shape future practice (Moon, 2005).tool to shape future practice (Moon, 2005).

Negotiating Negotiating LearningLearning

• Professional Standards for Occupational Therapy Practice - Practice Placements Practice Placements Standards StatementStandards Statement– 4 A range of methods designed to promote students’ personal and professional 4 A range of methods designed to promote students’ personal and professional

development and help them achieve learning outcomes should be employed development and help them achieve learning outcomes should be employed during each placement. (COT, 2007)during each placement. (COT, 2007)

• Standards of Education and Training - Standards of Education and TrainingStandards of Education and Training

- - 5.4 Learning, teaching and supervision must be designed to encourage safe and 5.4 Learning, teaching and supervision must be designed to encourage safe and effective practice, independent learning and professional conduct. (HPC, 2005)effective practice, independent learning and professional conduct. (HPC, 2005)

• Standards of Proficiency for Occupational Therapists - Be able to audit, reflect on Be able to audit, reflect on and review practice and review practice – 2c.2 To understand the value of reflection on practice and the need to record the 2c.2 To understand the value of reflection on practice and the need to record the

outcome of such reflection (HPC, 2004)outcome of such reflection (HPC, 2004)

• Code of Ethics and Professional Conduct - Occupational Therapy Student EducationOccupational Therapy Student Education– 5.5.2 Occupational therapists who undertake the role of practice placement 5.5.2 Occupational therapists who undertake the role of practice placement

educator shall provide a learning experience for students that complies with the educator shall provide a learning experience for students that complies with the College of Occupational Therapists’ professional standards and is compatible College of Occupational Therapists’ professional standards and is compatible with the stage of the student’s education or training. (COT, 2005)with the stage of the student’s education or training. (COT, 2005)

Professional Professional RequirementsRequirements

ReferencesReferences• Alsop A & Ryan S (1996). Making the most of fieldwork education: A practical

approach. Stanley Thornes, Cheltenham.• Clouder, L. (2000). Reflective Practice in Physiotherapy. Studies in Higher Education.

25 (2) 211-223.• College of Occupational Therapists (2005) Code of Ethics and Professional Conduct.

London: College of Occupational Therapists.• College of Occupational Therapists Standard Statement. (2007). Professional

Standards for Occupational Therapy Practice. COT. London• Cooper J. (1997). Occupational Therapy in Oncology and Palliative Care. Whurr,

London.• Gibbs, G. (1988). Learning By Doing: A Guide to Teaching and Learning Methods.

Further Education Unit, Oxford Polytechnic, Oxford• Health Professions Council (2004) Standards of Proficiency for Occupational

Therapists. London: Health Professions Council • Health Professions Council (2005). Standards of Education and Training. London:

Health Professions Council • Moon, J. (2005) Reflection in Learning and Professional Development: Theory and

Practice. Routledge, Oxon.• Sladyk, K. Sheckley, B. (2000). Clinical Reasoning and Reflective Practice: Implications

of Fieldwork Activities. Occupational Therapy in Health Care. 13(1). PP 11- 22.

Special ThanksSpecial Thanks

The Christie Hospital The Christie Hospital

Rachel Martin – Rachel Martin – The University The University of Salfordof Salford