HSC404 Reflective Practice Assignment Sample

TASK 1 : HSC404 Reflective Practice Assignment 

1.1 Identifying two models of reflection used in health and social care practices

Two widely used model within health and social care practices are- The Gibbs (1998) Reflective Model and the Rolfe et al, (2001) Reflective Model. Gibbs model focuses on providing a structured pattern that are categorised in six stages describing, feeling, evaluating, analyzing, concluding, and action planning. Each stage supports writer to determine their experience in depth manner while considering their feelings and opinions (Préfontaine et al, 2022). Analysis and evaluation stage supports in undertaking critical analysis of experience within identifying the strengths and areas of improvement. Though this model students and health and social care practitioner can understand their experiences along with identifying the areas on-to which focus requires to be implied.

Thus, Gibbs model is considered as the popular and accessible model within health and social care practices. It guides practitioners through a cyclic procedure for identifying the key components concerned with experience and consequently, action plan can be prepared. On the other hand, Rolfe Model focuses on undertaking critical reflection by examining the event; it considers practitioners feelings, actions and opinions within situation (Patel and Metersky, 2022). It is comprised with three stages and those are- “What”, “So What” and “Now What”. It starts with describing the experience and then analyse its implications. Lastly, focus in applied on considering the actions that lead to enhance future practices (Patel and Metersky, 2022). Both of these models are widely used in health and social care practices and this supports practitioners to improve their personal and professional learning and development.

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1.2 Explaining the benefits of reflective practice in health and social care

Reflective practice within health and social care ensures significant benefits by supporting practitioners and professionals to examining their own practice, strengths and areas of improvement. It supports in learning from own experience; this results in enhancing overall development of individuals and contributes in delivering high quality care by fostering consistent learning, self-awareness and accountability (Thompson and Thompson, 2023). Reflective practice leads to actively analysing of own actions and decisions. Hence, practitioners can effectively identify the areas in which intervention would provide wider benefits and this ultimately results in improving patient outcomes. Furthermore, Reflection supports professionals in terms of understanding their emotional intelligence capabilities and emotional responses in varied situations and allows them to undertake development. Consistent reflection supports in encouraging ongoing learning practices while enhancing resilience capabilities for adopting new situations. Thus, it leads to foster the culture of improvement.

With the help of reflection, practitioners develop insights regarding the effectiveness of intervention that significantly results in undertaking informed decisions. Reflective practices are conacred with understanding personal communication styles and potential areas of improvement that further results in effective and better collaboration within teams (Thompson and Thompson, 2023). Thus, there is no doubt in depicting that reflective practice ensures wider benefits within health and social care; this proves to be essential for enhancing personal and professional development; this proves to be essential for health and social care students, practitioners and professionals.

TASK 2

2.1 Demonstrating the understanding of using personal development plans

Personal Development Plan [PDP] refers to a structured tool used for assessing specific goals complying with self-improvement and determining actionable steps for achieving those goals. It also involves timeframe in which those objectives require to be achieve. PDP supports health and social care students to set significant goals or skills which are important for their future practices (Cottrell, 2021). The actionable insights are mentioned in PDD and this acts as a guidance for scholars. Initial step in PDP starts with identifying own strengths and areas of improvement so that those areas which requires improvement can be identified. Afterwards, goal is specified by considering suitable framework such as SMART framework. Based on the objectives; actions are set. PDP further supports in monitoring actions so that progress can be witnessed (Cottrell, 2021). Hence, there is no doubt in depicting that PDP results in enhancing career progression, improves self-awareness and increases focus and direction. Therefore, scholars must prepare PDP so they can gain new skills.

2.2 Discussing how personal and professional development plans are used within health and social care practices

Personal development plans are considered as crucial tools within health and social care practices. It supports in identification of individual strengths, weaknesses and development needs and enable healthcare professionals to specify targeted goals for ensuring their consistent development (Aveyard, 2023). Healthcare professionals get encouragement for reflecting on their current practices and accordingly, they identify the areas in which they are excelling while focusing on improvement. On the basis of self-assessment, the goals are set and professionals focuses on achieving those goals; the actionable insights, timeframe and evaluation criteria are set within PDP. Hence, it acts as a guidance for healthcare professionals throughout their developmental journey (Aveyard, 2023). Therefore, personal development plan healthcare practices can be enhanced to greater extent as PDP enables healthcare practitioners and professionals to improve their practices which significantly results in enhancing patient outcomes. Therefore, PDP are widely used within health and social care students, practitioners and professionals.

2.3 Explaining the role of clinical supervision

Clinical supervision within health and social care is considered as that process in which supervisor provides assistance, support and feedback to new practitioners [Supervisee] for enhancing their clinical knowledge, skills and decision-making abilities. This results in delivering high-quality care to patients while promoting professional development of supervisee. The feedback enables individuals to identify the areas of improvement and accordingly, further actions are taken (Rothwell, 2021). Clinical supervision is further concerned with undertaking regular meetings, discussing challenges, learning opportunities and cases. It promotes clinical competence in new practitioner as supervisors actively engages with supervisee and monitors them closely. The necessary skills required for assessing, diagnosing and managing patient have been learned by practitioners and this leads to enhance their clinical competence (Rothwell, 2021). It further encourages supervisee to critically analyse their practices while witnessing areas of improvements and this results in promoting reflective practices. Hence, it can be said that clinical supervision plays pivotal role in health and social care contexts.

3.1 Personal development plan

The use of research is very assistive and beneficial to be implemented into the health and social care practice. This is necessary because with the help of the research effective personal and professional areas can be identified and also the overall working and development is ensured (Plucker and Barber, 2021). For this the personal development plan is as follows-

Skills to be developed	Actions taken	Resources needed	Time frame	Success criteria
Time management skill	For this, effective online classes for managing time need to be taken. Also, the classes and tutorials will be checked for learning prioritisation skills.	Laptop, internet access, to-do list	3-4 weeks	Will be in a position to attain the objectives before the deadline.
Problem-solving skill	For this, simulated problematic situations will be analysed, and by developing solutions, the problem will be solved.	Simulated issues, internet access, notepad	2-3 weeks	Will be in a position to solve the problem without the guidance of any other person.

3.2 Identify the plan, aims, ways to achieve, success criteria and monitoring measures

With the application of the effective PDP, a clear aim is established in what exactly the learner needs to learn. For example in the current case, the learner needs to improve their time management skills. Then to learn this, the person will see online tutorials and will also try to learn prioritising the different activities according to the deadline. With the effective learning of prioritisation of activities, the person will prioritise the work better and this will improve the efficiency well (Lejeune, Beausaert and Raemdonck, 2023). also, with the PDP, the success criteria are listed which assists in ensuring that in future if the person is capable of accomplishing the intended objectives before time then this implies that the person has learnt effective time management. thus, establishing the clear aim is much needed so that better learning can be made.

TASK-3

4.1 Discuss how to facilitate the use of research in practice and its benefits

In order to facilitate the research use within practice it is essential to ensure collaboration with professionals and practitioners. This supports in gaining real insights complying with evidence. Further, it is important to translate complex language in easy and accessible form so that data could be understand effectively (Melnyk and Fineout-Overholt, 2022). By developing resource such as toolkits and online database practitioners can effectively use evidence-based findings for taking evidence-based decisions. It is essential to promote open access as this lead to provide opportunities to practitioners for accessing research and further supports them in taking informed decisions crucial for enhancing patient outcomes.

By developing partnership between researcher and practitioner effective collaboration can be implemented which helps in sharing knowledge and expertise along with gaining wider understanding regarding healthcare context. Undertaking research in healthcare context supporting healthcare settings and policymakers for making informed decisions however, it is crucial to undertake evidence-based research that complies with standard protocols, it is essential for ensuring quality outcomes (Schmidt and Brown, 2024). This further signify about the efficacy of outcomes develop from evidence-based research and further used in clinical settings. Furthermore, it is important to undertake communication between researcher and practitioner so they can take discussion on the research area and its practical implication could be done.

The benefits of using research in practice complies with evidence-based practice. It leads to ensure that interventions and treatment are safe and further this can be used in healthcare setting. By using the outcomes of research practitioners can undertake informed decisions which are pivotal for enhancing patient outcomes (Schmidt and Brown, 2024). The research enables practitioners to identify effective practises that lead to improve the quality of treatment and further ensure consistent support to patients. Through the research innovation and advancement within healthcare settings can be undertaken that leads to enhance patient outcomes. Hence, there is no doubt in stating that the research provides varied benefits that ensures effective and safe practises within healthcare settings. However, it is important to conduct evidence-based research so that evidence-based practises can be implemented within settings (Melnyk and Fineout-Overholt, 2022). Research further supports practitioners to undertake professional development as they become able to know about the ways in which their practices could be enhanced and effective support to patient can be ensured. Hence, research within healthcare settings are highly essential as this provide insights related most effective intervention and their impacts on patient. There are wider benefits of research and all of these are ultimately leading to enhance patient outcomes which is at the forefront of healthcare settings.

4.2 Discuss the potential barriers to implementation of research into practice

There are certain types of barriers which can be faced while researching the practice. This is because of the reason that within the implementation of the research, there are different types of issues and barriers faced. The most common type of barrier includes limited resources. The resources to accomplish the research objectives are fewer and the users are many so this may act as a potential barrier and can impact the working of the research. Along with this, in clinical research, the budget also acts as a barrier. It is the reason clinical research includes many of the costs and the cost doesn't need to be readily available for this, it is necessary that the budget is analysed and the sources are arranged (Flechsig, Anslinger and Lasch, 2022). In case the budget will not be easily available then it will create an issue for the researcher and they will not be able to manage the research well. Along with this, the researcher might face the barrier of limited time as well. This is because of the reason that the time allocated for the research is less and the activities are many. Thus, it can cause issues relating to the work and ultimately the whole research will be impacted and will not be completed on time. Further another potential barrier to the implementation of the change can be the changes in the external environment. During the researcher, there can be many different types of external changes which can impact the working of the research.

REFERENCES

Books and Journals

• Aveyard, H., 2023. Doing a Literature Review in Health and Social Care: A Practical Guide 5e.
• Cottrell, S., 2021. Skills for success: Personal development and employability. Bloomsbury Publishing.
• Melnyk, B.M. and Fineout-Overholt, E., 2022. Evidence-based practice in nursing & healthcare: A guide to best practice. Lippincott Williams & Wilkins.
• Patel, K.M. and Metersky, K., 2022. Reflective practice in nursing: A concept analysis. International Journal of Nursing Knowledge, 33(3), pp.180-187.
• Préfontaine, C., Gaboury, I., Corriveau, H., Beauchamp, J., Lemire, C. and April, M.J., 2022. Assessment tools for reflection in healthcare learners: A scoping review. Medical Teacher, 44(4), pp.394-400.
• Rothwell, C., Kehoe, A., Farook, S.F. and Illing, J., 2021. Enablers and barriers to effective clinical supervision in the workplace: a rapid evidence review. BMJ open, 11(9), p.e052929.
• Schmidt, N.A. and Brown, J.M., 2024. Evidence-Based Practice for Nurses: Appraisal and Application of Research with Navigate Advantage Access. Jones & Bartlett Learning.
• Thompson, S. and Thompson, N., 2023. The critically reflective practitioner. Bloomsbury Publishing.
• Flechsig, C., Anslinger, F. and Lasch, R., 2022. Robotic Process Automation in purchasing and supply management: A multiple case study on potentials, barriers, and implementation. Journal of Purchasing and Supply Management, 28(1), p.100718.
• Lejeune, C., Beausaert, S. and Raemdonck, I., 2023. Effective personal development plans contextualized: The role of the autonomy‐supportive people manager in sustaining employees' self‐directed learning. Human Resource Development Quarterly, 34(4), pp.389-412.
• Plucker, J.A. and Barber, H., 2021. Talent development plans help guide consistent, equitable service delivery. Gifted Child Today, 44(1), pp.39-43.