Promote Professional Development Essay Example for Free

Promote Professional Development Essay The importance of continually providing knowledge and practice is to keep up with the constant changes that are happening all the time. Globalisation and technology have made changes in health and social care at a rapid rate. There has been a significant change in the way that care is being experienced and there are higher expectations in the quality of care. A more personal approach is required and accessibility to training resources ensures that we can all be the best in our job roles and in line with legal requirements. There are opportunities available now, thanks to technology advancements, to share responsibilities across the board, we have better access to other partnerships, training programs and can store more data than ever before and there are still developments every day. The importance of learning these developments is that we can change with the times and gain the new skills to improve the outcome for service users. The barriers to professional development require you to look in more depth at yourself. Everybody has a different way of learning, someone may learn a lot quicker than someone else, so it’s important to try to see what ways you retain information best. Some people may learn from reading something over and over until it either makes sense or sticks with them. Some people may write down what they want to learn because it ingrains in there memory and some people may just listen to something and retain the information. It’s important to remember that what someone else might learn from a sentence may be more educational to them than if someone else was to read that very same sentence. Motivation can be another barrier; external factors can drive motivation and change behaviour like incentives to learn but internal barriers such as self-esteem, drive and desire can have an effect on professional development. An individual’s personal values, beliefs, attitudes and life priorities can impact significantly on the way people develop. Not having enough time to develop your skills or financial problems can be a big barrier to development. To get through these barriers, Support from peers, advice and mentoring may be required to h elp with individual developments. There are many different sources and systems to support professional development. At my organisation we have internal support which involves monthly supervisions with an advocate. We go through training  requirements, any training refreshment that need to be done; we go over policies and procedures and discuss our progress for professional development. We have training courses that cover every area of the care we provide and e-learning that all employees complete every 6 months, they are designed to refresh our training and inform us of new policies and procedures. You can also learn by working with more experienced colleagues and you can self-teach by reading text books and articles. You can develop your knowledge by using facilities such as libraries and learning resource centres and there is also formal support, colleague and university courses, internet courses, apprenticeships and government incentives. You can also use the policies and procedures put in place by your company to learn what is required and how to do things appropriately. There are so many factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date. There would be no point in starting a course in child care if your real desire was to become a hypnotherapist. Financial issues could be problem, your organisation may cover learning costs or you may need to look into whether you are entitled to government help or whether you will be self-funding. Time requirements could be a problem and your level of commitment; maybe you are a single mother, who cannot get child care to attend night school. Another factor could be, does the opportunity or activity fit with your learning style?, You may learn better from practical activities or learn better from reading and writing, finding the right form of professional development is key to being successful. Be able to prioritise goals and targets for your own professional development In order to prioritise goals and targets for my own professional development, I look at the influences that have helped me to develop my performance so far and look at what my training has taught me and how it’s reflected in my work. I examine my strengths and weaknesses honestly and try to think about the way I practice in a constructive way. I have to evaluate myself by asking; How did I approach my work? Was my approach positive? How did the way I work affect the people I support? Did I work to the best of my ability? Which was the best aspect of my work? Which was the worst aspect of my work? Is there area’s that I can improve? What are they and how will I tackle them? In health and social care there are benchmarks and standards that I can use to measure my own ability against, like the ‘care quality commission standards’ and ‘codes of practice’. By comparing my work against these standards I can improve on the areas that I am failing in, by setting goals of what I need to learn and targets to complete it by. To prioritise my own development goals and targets, I have to think realistically about what is necessary for my job role at that moment, for example; if you are developing your communication skills and working towards building relationships and trust, you cannot plan a set strategy to produce trust and this can take time. But if you were developing your skills for independent living, encouraging accessing the community and shopping, this is something that is currently in my job role and could be a skill I can develop straight away. Making a plan to monitor each stage of developing skills will help me to see at what point something has not worked, for example; I am to Supporting Bobby with his shopping, but due to his mental health problems, he doesn’t feel comfortable being in a busy supermarket around lots of people. Putting a plan together with goals and targets will help to monitor Bobby’s progress; I could put a target in place to build Bobby’s confidence up enough so he can be in a supermarket. By recording this process and evaluating each step that it took to get him there, I improve my own skills and gain knowledge for any similar situations that may arise in the future. Be able to prepare a professional development plan To plan my own professional development with sources of support available to me, I will first have to arrange a meeting with my trainer and supervisor to identify the learning outcomes and objectives that I wish to achieve. We can then put a strategy together to meet these objectives and a time frame in which to complete them by and with their help and resources. When documenting evidence I will specify the duty, a goal, tools needed for reaching my goal and a completion date. I will then undertake the necessary educational activities, training and shadowing and collect more evidence for  my portfolio. I will review my progress at regular intervals with my trainer and supervisor to discuss any updates and get feedback on my development. My portfolio will contain evidence of records of attendance and the support that was given, highlighted areas of what I would have done differently, highlighted areas of successful care and certificates of achievements. I can also show in my portfolio, evidence of what has benefited my colleagues, i.e. protocols or guidelines that have been introduced because of things that I have learnt and feedback from colleagues on a job well done. I will show evidence of evaluating work that wasn’t done to the best of my ability and show evidence of what I have learnt to correct my work. I will put in my development portfolio evidence of any positive feedback, descriptions of new care plans made because of my positive changes, cards, letters or individual comments and positive audit results. This is an example of a plan that I would use for my own professional development. A service user I attend with learning difficulties needs a new wheelchair; the carers are finding it increasingly hard to push the service user around in the wheelchair for social visits. A healthy diet plan was encouraged but is not working as the service user lives independently, a wheelchair with a motor is needed to help the carers avoid any further injury and carry on supporting the service user to access the community. I have been allocated the responsibility to assist the service user pick a new wheelchair with a motor, I can use this opportunity to develop new skills and document and evaluate my progress. There are a few barriers to overcome so monitoring the effectiveness of my support will help to evaluate my performance and relay any significant information to fellow colleagues and others crucial support in their care, ultimately helping the service user in the future. The main barrier is the lady doesn’t like change; it worries her and makes her very anxious, when she is anxious she gets the medical condition hives. Her confidence will need to be built up over time. The goal is to help the lady pick a new motorised wheelchair for accessing the community only, she can continue with the wheelchair she is familiar with, and likes at home, but the goal is to find one that the service user is 100% happy and secure in, to prevent any further injures to carers and to keep the lady involved in her daily routines. The tools needed for succeeding with this duty is to have the families support, a risk assessment, a shop with accessibility and  understanding with this sensitive issue and support from my managers and any other active partners that support with the service users care needs. For evidence I would put in my portfolio the emails from the partnerships, my advocate and myself that detail, the support that is needed, with the evidence that I have been allocated to support with this. The email will also show my reply, for the request of informing all other carers to reassure her when necessary for when she gets anxious and upset. I would put in place a communication diary especially to deal with this task, firstly to monitor any upset behaviour and how my colleagues and I resolved it and secondly I could use it as evidence. I would keep a written account of how many trips to the shops and what her behaviour was like on each visit, I would record what helped keep her calm and feeling secure and record anything that failed and how we made it better. I would keep a medical record of any outbreaks of hives and how it was treated. I would have regular meetings with my advocate to get feedback, discuss updates, ask for any advice or help that I need and review the completion date. I would discuss attending training courses that could help me with addressing this situation to the best of my ability, like manual handling, first aid, communication skills and keep evidence of my achievements. I would finally add to my portfolio evidence of the service user (in line with confidentiality requirements) accomplishing this task, I would get evidence of how long it took to achieve and what the final outcome was. Be able to improve performance through reflective practice Models of reflection encourage a structured process to guide the act of reflection, there is no right model of reflection, but it is important to choose the one that you feel comfortable using and best assists you to learn from your experience. Sometimes it is appropriate to use one model of refection as a basis, but use prompt questions from other models if they suit your particular situation. I found Bortons Model of reflection easy to remember; therefor making it is easy to apply to an experience as it happens. What, So What, Now What, the simplicity of the model helps evaluate quickly and simply an experience but does not allow for specific details as opposed to Gibbs Model. Johns Model of reflection is based more on self-awareness and self-improvement. It allows you to analyse influencing  factors on your thoughts and behaviour, what triggers the behaviour and you can delve far more intimately into your feelings, opinions and judgements and intern how this affected who you are working with. This level of learning allows you to evaluate very deeply on all levels, morals, background, knowledge, self-awareness, past experiences and future practice, making this model of reflection by far more personal and a more appropriate model for self-improvement and self-development. The Kolb model is made up of 4 steps and learning can start at any of the steps at any time, there is no process. When a person carries out an action they can both, observe and reflect upon its underlying process and possible consequences. The action becomes open for analysis, concepts can be tested at further through new experiences in order to both validate and develop them further. Gibbs Model of reflection is a more descriptive model of Kolb’s and it also has a process in which to follow allowing for deeper analysis. Gibbs model gives you more a detailed structure in which to evaluate your experience, which is why I found it to be more widely used in the healthcare industry. The theory follows 6 steps of the model, and each step informs the next. I found that using Gibbs model and examining an experience in greater detail was very beneficial but found the Evaluation, Analysis and conclusion asked very similar questions which seemed to be a little repetitive. But Gibbs model challenged my assumptions more and allowed me to explore more ideas to promote self-improvement more than the other models. Of all the models of refection I have researched I found these 4 more beneficial to my learning and self-improvement and they even challenged what I thought I already knew. By using Gibbs Cycle as a basis and applying the descriptive evaluations of all the other models to the specific levels, I can examine myself in far more depth and improve my quality of work consistently. Reflective practice is thinking or reflecting on what you do, it is learning from an experience and teaching you evaluation skills to examine your actions and reactions. Thinking about what h as happened is part of being human but reflective practice differentiates between casual thinking and reflective practice, it requires a conscious effort to think about events and develop insights into them. Once you get into the habit of using reflective practice, it becomes a skill and you can develop it every day, in every type of situation. Feedback from others is a very important part of reflective  practice, as you cannot always see what your own faults may be or you may not want to hear what faults you have. Considering feedback as another opportunity to learn will develop your self-awareness and can start a process of change that will benefit anyone that you work with. For example, very early on in my healthcare career, I supported an elderly lady with learning disabilities, since her husband past away; she would get very lonely and ask to move a lot. Her social worker and advocate had taken her to see a few warden controlled apartments in a more communal building, but the lady did not like them and it gave her a bad experience of what she thought was available to her. I work in a few homes for elderly service users with learning disabilities and I invited my service user round for tea, so she could see a different kind of living situation, a house share that could be available. Whilst the trip was successful in the way that the lady now knew of a different living arrangement, at a meeting shortly after, that involved other healthcare providers for the service user, I acquired feedback from the ladies advocate that showed my own faults and issues that wasn’t within my capability to see. My intention had been misunderstood and Unknown to me the service user had wanted and was adamant, that a housemate was to move into her own home as she had a spare room; this was not a suitable situation for another vulnerable adult to move into because of the service user’s regular change of behaviour, and the house shares have a carer on duty at all times. If I had informed and attained advice on this situation it could have been dealt with in a different way. My lack of knowledge and understanding of how my actions could been seen as something different for a service user made me evaluate at what level I went wrong and how to rectify this problem so it is not an issue in the future. The advocate commended me on my thoughtfulness but advised certain aspects need to be considered when working with this particular service user. Trial and Error is always going to be a big part of my learning development, working with others there is always going to be the potential for harm, both physically and emotionally. It is imperative that practice changes as a result of these mistakes.

Compare the Gospel of Matthew and the Gospel of Luke Essay -- Faith Re

Compare and contrast the birth narratives in the Gospel of Matthew and that of the Gospel of Luke. The birth narrative of Matthew begins with a long genealogy of Jesus, which basically shows how Jesus is son of Abraham who is the father of the nation of Israel, and David the King of the Jews. This may not seem important but this genealogy shows how Jesus is connected to the Davidic line. Then we have Mary, who just found out she was pregnant and Joseph decides it is best to divorce her because he wanted to break his union with someone who is pregnant, by someone else. But behold the angel comes down and reassures Joseph that Mary was pregnant by the Holy Spirit and that he should take her back into his house. The angel also said to name the child Emmanuel. When Jesus was born in Bethlehem, and King Herod heard of this new newborn king of the Jews and he ordered that all boys under the age of 2 be killed. The magi gave Jesus the gifts and left. In a dream, the angel of the lord told Joseph to take the child and go to Egypt and hide, Herod then died, and Jesus was safe.   Ã‚  Ã‚  Ã‚  Ã‚   The birth narrative of Luke begins with the announcement of the birth of John, whose mother was Elizabeth. An angel came to Zechariah, Elizabeth?s husband and the angel said that his son John would be in great sight of the Lord that he will be filled with the Holy Spirit even in his mother womb and he will turn many of the children of Israel to the Lord their God. In the sixth month the angel Gabriel...

Essay The Last Circus Essay

We all go through different stages of development in our life, and some of these stages are not as easy as others. At some point every little child needs to leave his or her childhood and grow up, because no matter how much you want to, you can’t stay a child forever. The development from a child to an adult is an extremely sensitive and tough period. The things you used to know suddenly change and become something completely different. It is this kind of development we see in the short story â€Å"The Last Circus† which is published in 1980 and writhen by Ray Bradbury. The development is shown through the main character and is brought up in many various ways. The short story is based on the main character, Douglas, who lives with his father, his mother and his brother Skip. The family is an ordinary middle class family, which is shown because they don’t have any kind of extraordinary luxury. The family fits right into the old traditions where the mother cooks, cleans and takes care of everyone. The father is more concerned about what is going on in the world and is not very involved in his two son lives. In the beginning of the story Douglas seems to be a normal young kid who loves spending time with his best friend, Red Tongue, but as the story goes on it is getting more clearly that Douglas is going through a development from being a child to becoming an adult. The way Douglas is starting to mature shows the development, and is also the biggest difference between Red Tongue and Douglas. All the way through the circus show Red Tongue is amused and laughs, but that is not the way Douglas reacts to the show. To him the circus is no longer something he finds interesting or funny, and it is at this point that he has developed from being a young, childish and innocent kid to a more adult person who doesn’t think that circus shows are the meaning of life anymore. This makes Douglas a round character, and Red Tongue a flat. He goes through a development, witch Red Tongue doesn’t. Red Tongue’s name even symbolizes youth and that he doesn’t go through a development – (Page 81, line 1-2). The story takes place during the Cold War in the 1950s. At that time there were atom bomb hysteria in America because of the nuclear war, which occurred at the end of World War II. The United States was at that time the  only country that had nuclear weapons, but in 1949 the Soviet Union did a nuclear test on an atomic weapon, called RDS-1 and later in 1952 the USA tested the first hydrogen bomb2 on the Marshall Islands. After the testing the islands were turned in to toxic fumes and dust. This frightened the American people, because they were afraid that there would be a future nuclear war. This are reflected in the text. Douglas’s father is extremely worried and fears his own doomsday. He tells Douglas all his worries about the war, but children at his age shouldn’t worry about such serious matters. This is a part of what starts his development – propulsion of having to grow up fast. The story is written with a single major character viewpoint and is therefore told with a first-person narrator whom is Douglas. The reader discovers everything in the story at exactly the same time as Douglas does. It allows the reader all the descriptive forces of the third person-narrator and almost as much intimacy as the first person-narrator. It can also be easier for the reader to identify with just one character, which in this story is the main character, Douglas. The narrator can be a bit untrustworthy because it is just told from one point of view, and especially since the narrator in this text is a child. It is written in the past tense, indicating that it is an experience Douglas already has had. The structure of the text follows three main points – an exposition, a conflict and a resolution. In the first part of the story, which is the exposition, Douglas, RT, and their values are introduced – (page 81-82, line 21). The reader gets the necessary background information to understand the meaning of what happens later on in the text. The next part of the story is where the conflict flares up between Douglas and what happens around him. This happens because his father starts talking about the atom bombs, witch unknowingly starts the Douglas development – (page 82-85, line 34). This conflict is also the climax. At the end of the story the resolution is given by the conflict being resolved. Douglas is finally starting to understand that he is going through a development, and also that things are beginning to change – (page 85-88). The story switches 7 times back and forth between him being at home and at the circus;. one: Douglas is at home – two: he is  at the circus – three: back home – four: at the circus – five: at home – six: at the circus – seven: at home again. Because of the switching back and forth between the environments the story is not chronological. The main theme of the text is the development from childhood to adulthood. In the beginning of the story Douglas is a happy, young, innocent and careless boy, but later his father unknowingly starts the development in him, by talking about the atom bombs. It is here Douglas realizes that there are other things in life than just the circus and cowboys. After this he starts maturing and loses his innocence.

Jessie Popes Attitude toward War in the Poem Whos For...

Jessie Pope was a journalist who wrote recruitment poems for the Daily Mail during the First World War. The poems she did write were positive propaganda poems for the war; her objective was to stimulate patriotism in the readers so that the men would join the forces. Pope wrote a persuasive poem where she compared war to a game. This is illustrated in the title Whos for the game? It shows that her attitude toward war was that it was a great big event that everyone should take part in one way or another. The title is a short and punchy question inviting anyone to answer. This gives the wrong impression of the war, it is misleading. Pope was ridiculed for doing this, but if she did write the†¦show more content†¦This is compared to a game like rugby, which was a popular sport amongst men at this time, whilst meaning who will rise to this duty with no fear, again appealing to masculine instinct and encouraging men to recruit. The final line: And who thinks hed rather sit tight? In other words she is asking who would rather be a coward and not do anything - the purpose of this line is to evoke quilt within the men so when it comes to making the decision the questions will linger in their minds. The quilt trip was not uncommon at this time and was a useful strategy of putting them in awkward positions felling embarrassed if they do choose not to fight but stay at home taking the easy route. This corresponds with poetry such as For the Fallen by Laurence Binyon. The second verse talks of patriotism, wholl give his country a hand in fighting against the enemy. This was known as xenophobic or jingoistic poetry - a very popular form of poetry at the time as posters such as the Kitchener appeal and other poets were alongside this. This is again is in reference to the cowardice of those who do not join in comparison with those willing to give their lives to their country. The cowards are the man with a seat in the stand that are compared with the men who want a turn to himself in the show. The reference to warShow MoreRelatedEssay Comparison of Three First World War Poems1162 Words   |  5 PagesFirst World War Poems The three poems that I will be studying in this essay are â€Å"Dulce Et Decorum Est† by Wilfred Owen, â€Å"Comrades: An Episode† by Robert Nichols and â€Å"Who’s For The Game?† by Jessie Pope. These poems are about the First World War and two of them seem to have a negative attitude criticising and downgrading the so-called spectacular experience of the First World War. In â€Å"Dulce Et Decorum Est† Wilfred Owen seems to mention good aspects of the War but comparesRead MoreComparing Jessie Owenss Whos for the Game and Wilfred Owens Dulce Est Decorum Est506 Words   |  3 PagesComparing Jessie Owenss Whos for the Game and Wilfred Owens Dulce Est Decorum Est In Jessie Popes Whos for the Game? the presentation of war is quite different to what you might expect. This poem is a recruiting poem with the aim of encouraging men to volunteer to join the forces. It was written at the beginning of the First World War and therefore the true disastrous effects of the war had not been experienced. Those left behind, women, children and exempt men, wereRead MoreThe Tradition Of War Poetry Essay2221 Words   |  9 Pages The Tradition Of War Poetry By comparing and contrasting a selection of war poems consider the ways in which attitudes to war have been explored and expressed. When considering poetry written post 1900 concentrate on a selection of poems written by Wilfred Owen. Humans have turned to poetry in many different instances as a way of expressing them selves, using the best combination of words, in the best order to express exactly how they are feeling at that moment. Read MoreA Comparison Of Differing Views/Attitudes To War With Reference To Regeneration, Strange Meeting, Selected Poetry and A Journeys End2323 Words   |  10 PagesDiffering Views/Attitudes To War With Reference To Regeneration, Strange Meeting, Selected Poetry and A Journeys End David Lloyd George once commented, in a highly patriotic sense upon ‘the making of a new Europe-a new world’, to what degree was this true is debatable to a great extent, after all the armistice signed on November 11th 1918, didn’t confirm victory but only to learn a horrific number of 9,000,000 million fatalities were caused due to world war 1. Surely enough