Using Reflection within Oncology; Guiding the Student towards Self Aware Practice
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The document discusses the significance of reflective practice in oncology education, particularly for students at the University of Salford during their placements. It emphasizes self-assessment, identifying strengths and weaknesses, and the use of Gibbs' reflective cycle to enhance clinical reasoning and professional development. Additionally, it outlines the collaborative nature of learning objectives between students and educators, promoting ongoing learning and adherence to professional standards in occupational therapy.
Using Reflection within Oncology; Guiding the Student towards Self Aware Practice
- 1. Using Reflection within Oncology; Guiding the Student towards Self Aware Practice Jason Vickers University of Salford
- 2. Practice Placement 2 Young Oncology Unit The Christies Hospital
- 3. It is a thought process that involves: . looking back at events and asking questions looking forward and asking questions self-assessment of practice / competence in a given situation looking for learning points within the scenario or situation on which you reflect identifying learning / development needs What is Reflection?
- 4. Reflective practice within practice education is an essential learning process for student development of skills and clinical reasoning (Sladyk and Sheckley, 2000). It assists the student in identifying strengths and weaknesses within a setting, enables the student to explore their learning and to understand their emotional responses to situations (Alsop and Ryan, 1996) In its broadest sense reflective practice involves the critical analysis of everyday working practices to improve competence and promote development (Clouder, 2000). Reflective Practice Within Practice Education
- 5. Salford Workbook System PP2 is a first year, 3 week placement attached to a module which focuses on ethical occupational therapy practice. Workbook as learning contract Student learning objectives are collaboratively determined between the student and educator. Problem based learning approach which requires the students to be actively involved in their own learning. For each university aim students are required to write a reflection outlining their related learning. The purpose of this is to prepare students for their ongoing involvement in professional development, and to reinforce the links between theory and practice.
- 6. THE REFLECTIVE CYCLE (Gibbs 1988) DESCRIPTION What happened ACTION PLAN FEELINGS If it happened again What were you what would you do? feeling? CONCLUSION EVALUATION What else could What was good or bad you have done? About the experience? ANALYSIS What sense can you make of the situation
- 7. THE REFLECTIVE CYCLE (Gibbs 1988) DESCRIPTION What happened ‘ Literal description’
- 8. THE REFLECTIVE CYCLE (Gibbs 1988) DESCRIPTION What happened FEELINGS What were you feeling? The words we use to describe & explain how we feel including non-verbals
- 9. THE REFLECTIVE CYCLE (Gibbs 1988) DESCRIPTION What happened FEELINGS What were you feeling? EVALUATION What was good or bad About the experience? Explaining the dynamics between the student and the situation.
- 10. THE REFLECTIVE CYCLE (Gibbs 1988) DESCRIPTION What happened FEELINGS What were you feeling? EVALUATION What was good or bad About the experience? ANALYSIS What sense can you make of the situation Analysing the interrelationships within the event. Understanding and critiquing the outcome of our actions.
- 11. THE REFLECTIVE CYCLE (Gibbs 1988) DESCRIPTION What happened FEELINGS What were you feeling? CONCLUSION EVALUATION What else could What was good or bad you have done? About the experience? ANALYSIS What sense can you make of the situation Creating alternatives within the situation
- 12. THE REFLECTIVE CYCLE (Gibbs 1988) DESCRIPTION What happened ACTION PLAN FEELINGS If it happened again What were you what would you do? feeling? CONCLUSION EVALUATION What else could What was good or bad you have done? About the experience? ANALYSIS What sense can you make of the situation Linking to next steps – Development of self and practice
- 13. Collaborative Supervisions - Guiding the student towards self aware practice
- 14. 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, identifying and responding to issues that arose and as a tool to shape future practice (Moon, 2005). Negotiating Learning
- 15. Professional Standards for Occupational Therapy Practice - Practice Placements Standards Statement 4 A range of methods designed to promote students’ personal and professional development and help them achieve learning outcomes should be employed during each placement. (COT, 2007) Standards of Education and Training - Standards of Education and Training - 5.4 Learning, teaching and supervision must be designed to encourage safe and effective practice, independent learning and professional conduct. (HPC, 2005) Standards of Proficiency for Occupational Therapists - Be able to audit, reflect on and review practice 2c.2 To understand the value of reflection on practice and the need to record the outcome of such reflection (HPC, 2004) Code of Ethics and Professional Conduct - Occupational Therapy Student Education 5.5.2 Occupational therapists who undertake the role of practice placement educator shall provide a learning experience for students that complies with the College of Occupational Therapists’ professional standards and is compatible with the stage of the student’s education or training. (COT, 2005) Professional Requirements
- 16. References 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.
- 17. Special Thanks The Christie Hospital Rachel Martin – The University of Salford
Editor's Notes
- #17: NAPOT(National Association for Paediatric Occupational Therapists) (2003)Research and development strategic vision and action plan for the National Association for Paediatric Occupational Therapists. Available at:www.cot.org.uk/specialist/napot/intro.phpAccessed in November 2004.Association for Paediatric Occupational Therapists/NAPOT Journal, 6(1), 18-19. Winnicott DW (1971) Playing and reality. London:Tavistock.