Reference no: EM133150196

CHCPRP003 Reflect on and improve own professional practice

Section-A

Question 1
The following website may assist with this question

Professional practice as a community worker requires a sound understanding of what professionalism means, the expectations of consumers, employers, the profession and society in general.

Examine a policy as a part of your research and its associated professional expectations. Consider how this policy will impact on your practice and professional growth as a community worker.

Question 2
Why is it important to set goals?
Goal setting is an important method of:
- Deciding what is important for you to achieve in your career / life
- Separating what is important for you from what is irrelevant and staying focussed on what is important to you
- Motivating yourself to achievement
- Building your self-confidence based on measured achievement of goals

Set Specific Goals
Set specific measurable goals. If you achieve all conditions of a measurable goal, then you can be confident and comfortable in its achievement. If you consistently fail to meet a measurable goal, then you can adjust it or analyse the reason for failure and take appropriate action to improve skills.
Set Measurable Goals
Clearly define the criteria in your mind for success or achievement of the goal. There should be definable limits on your goals so you know whether or not you have achieved it.
Set Performance, not Outcome Goals (Achievable goals)
This is very important. You should take care to set goals over which you have as much control as possible - there is nothing as dispiriting as failing to achieve a personal goal for reasons beyond your control such failure to gain a particular rotation, rostering issues, injury, or just plain bad luck. Goals based on outcomes are extremely vulnerable to failure because of things beyond your control.
If you base your goals on personal performance or skills or knowledge to be acquired, then you can keep control over the achievement of your goals and draw satisfaction from them. For example, you might set yourself a goal of caring for a person with a tracheostomy, but the opportunity to do so does not arise. If you had set your goal to gain more knowledge and skill in the care of a person with a tracheostomy tube, you have more control over what is possible from research and clinical skills sessions, and can draw satisfaction and self-confidence from its achievement.
Set Realistic Goals
Goals may be set unrealistically high for the following reasons:
- Other people: Other people can set unrealistic goals for you, based on what they want. Often this will be done in ignorance of your goals, desires and ambitions.
- Insufficient information: If you do not have a clear, realistic understanding of the skills and knowledge to be mastered, it is difficult to set effective and realistic goals.
- Always expecting your best performance and
- Lack of respect for self: If you do not respect your right to rest, relaxation and pleasure in life then you risk burnout.

Set time frames on your goals
Timelines will place limits on how long you are willing to persist along a particular path, and provide the opportunity to reassess either the goal itself, or the steps you have outlined to achieve the goal.
Setting Goals at the Right Level
Setting goals at the correct level is a skill that is acquired by practice.
You should set goals so that they are slightly out of your immediate grasp, but not so far that there is no hope of achieving them: no-one will put serious effort into achieving a goal that they believe is unrealistic. Personal factors such as tiredness, other commitments and the need for rest, etc. should be taken into account when goals are set.
Thinking a goal through
When you are thinking about how to achieve goals, asking the following questions can help you to focus on the sub-goals that lead to their achievement:
• What skills do I need to achieve this?
• What information and knowledge do I need?
• What help, assistance, or collaboration do I need?
• What resources do I need?
• What can block progress?
• Am I making any assumptions?
Is there a better way of doing things?

Part A
Discuss a professional goal that you have and discuss the steps that are needed to achieve your goal.

Part B
What support networks may you require to reach your goal? Where are they available?

Part C
What further training or specialist advice do you need to reach your goal?

Question 3

With the increasing emphasis on efficiency and effectiveness in health care, how community workers manage their time is an important consideration. Time management is recognized as an important component of work performance and professional practice. Discuss the strategies you will use to develop your time management skills.

Question 4

Self-care is imperative to personal health, sustenance to continue to care for others, and professional growth. Describe how you would care for yourself to ensure that you are able to continue to care for others? Examples may include exercise, relaxation classes, reading, art classes

Question 5

The following website may assist with this question

Learning strategies and styles are described in a range of ways.Following are two examples of ways to categorise different learning strategies and styles. The aim of providing these examples is to stimulate you to think about different learning styles.

Use this information to think about the ways you may have learnt and identify your preferred
approach. Once you have identified your preference you can put into place strategies to
assist you to learn more effectively.
Example One: Visual, auditory and Kinesthetic learning styles

Visual learning styles - this means you learn by seeing and looking.
You will:
- Take detailed notes rather than get involved in discussions
- Tend to sit in the front so you can see clearly
- Benefit from illustrations and presentations, and especially those in colour
- Make comments like: "How do you see the situation?", "What do you see stopping you?", "Do you see what I am showing you?"

Auditory learning style - this means you learn by hearing and listening.
You will:
- Enjoy discussions and talking things through and listening to others
- Acquire knowledge by reading aloud
- Hum and/or talk to yourself
- Make comments like: "I hear you clearly.", "I'm wanting you to listen.", "This sounds good."

Kinesthetic learning style - this means you learn by touching and doing.
You will:
- Need lots of breaks and will want to move around
- Speak with your hands and gestures
- Remember what was done, but have difficulty with what was said or seen
- Learn through doing activities
- Make comments like: "How do you feel about this?", "Let's move forward together.", "Are you in touch with what I am saying?"

Example Two: Felder-Silverman Learning Style Model
Sensing learners
Concrete, practical, oriented towards facts
and procedures. Intuitive learners
Conceptual, innovative, oriented toward
theories and meanings.
Visual learners
Prefer visual representations of presented
material - pictures, diagrams, flow charts. Verbal learners
Prefer written and spoken explanations.
Inductive learners
Prefer presentations that proceed from the
specific to the general. Deductive learners
Prefer presentations that go from the generalto the specific.
Active learners
Learn by trying things out, working with
others. Reflective learners
Learn by thinking things through, working
alone.
Sequential learners
Linear, orderly, learn in small incremental
steps. Global learners
Holistic, systems thinkers, learn in large
leaps.

The learning environment is recognised as having an impact in either encouraging or impeding a positive learning experience.

Which learning style/s do you believe represents your own learning style?

Question 6
How would you identify personal and professional development opportunities and options?

Question 7

The following websites may assist with this question
https://www.acwa.org.au/
How can you ensure that you operate within legal and ethical considerations for reviewing and improving own practice, including:
- Codes of practice
- Duty of care
- Rights and responsibilities of workers and employers
- Work role boundaries - responsibilities and limitations

Question 8

Reflective practice enables community workers to develop their skills, increase their knowledge, and deal with emotionally challenging situations. Discuss how you will develop reflective practice, including feedback from supervisors and colleagues.

Question 9

The ability to give and receive constructive feedback is crucial to the success of any professional workplace relationship. Think about a time when you were given feedback at your workplace and answer the below questions:

Part A
How involved did you feel in the feedback process? Did you self-assess your own skills before being given feedback? Did you understand the feedback given to you? What did you learn about yourself and your skills as a result of the feedback?

Part B

Did you make any changes to your practice following the feedback? If yes, what was it about the way the feedback was delivered that enabled you to change your practice? If no, why was this?

Part C

Discuss how you would seek support and specialist advice for further training.

Part D
What support networks, internal and external, are available to health professionals within the health sector? List support networks that you may contact if required.

Question 10
Continuous professional development (CPD) is defined as "the means by which members of the professions maintain, improve and broaden their knowledge, expertise and competence, and develop the personal and professional qualities required throughout their professional lives". In health sector you are required to obtain 20 hours per year of CPD.
How will you reflect on your practice to inform your continuous professional development? Where and how can you find access and review information on current and emerging industry developments to improve and inform evidence-based practice? How will you plan your continuous professional development?

Section-B
Professional Development Plan

The professional development plan is a personal guide for your CPD activities. The learning plan provides a structured way for you to develop learning objectives based on the learning needs you identified following assessment of your practice and to identify and complete learning activities to address the needs you identified.

Identify
The first step in the planning process is to have a clear picture of your career goals. This includes self-reflection and career exploration to help you identify the career path that will bring you the most job satisfaction. Once you've identified your career interest, you can identify the related knowledge, skills, and competencies you need to develop in order to reach your career goal.

Assess
Once you have identified the knowledge, skills, and competencies required of your career goal, you will need to assess your current competency in those areas. You may want to review past performance appraisals and feedback you have received from your supervisor or others. Do not focus just on the areas in which you are less skilled, and remember that strengths can also continue to be developed.

Plan
The next step is to create the Personal Development Plan. The Completing the Individual Development Plan Resource Guide (see page 2 of this Guide) provides the step-by-step process for creating the Personal Development Plan. Once you've created your plan, you need to share it with your supervisor and possibly a mentor. You should lead the conversation about your development goals as you are the ultimate owner of your own development, however the plan should be mutually agreed upon by you and your supervisor and possibly a mentor.

Act
Once your plan is in place, it is time to get busy completing the learning activities by the timeframes you have identified. Individual development often involves changing behaviours in addition to learning new ones. Research suggests that desired change is more likely to be successful when:
• The desired competency is specifically defined
• There is commitment and motivation to the behaviour change
• An action plan is shared with others
• Other people support your behaviour change
• The behavioural outcomes are visible and can be measured

Use your calendar to highlight timeframes and schedule time with yourself each week to carry out the learning activities in your plan; a minimum of 30 minutes a week is recommended. Address barriers as they arise and make adjustments to the plan as necessary - remember, this is your individual development plan.

Evaluate
Finally, you need to receive feedback on your progress and evaluate your success in meeting your development milestones. Set follow-up meetings with your supervisor and possibly a mentor. The duration and frequency will depend on specific needs but as a general guideline, a 30 minute meeting every three months is recommended.
Please refer to the guidelines above and fill the CPD table below:
The learning objective and outcome should be relevant to your work outcome as community worker

Key Tips for creating a learning plan
• Following your reflection and assessment create a learning plan that focuses on the priority area you identified.
• Develop realistic learning objectives by asking:
o What knowledge/skill do you want to gain?
o How will you acquire this knowledge/skill?
o What performance do you expect to demonstrate as a result of this new learning?
o When will this learning be accomplished?
o How does this relate to your role and practice?

1. Provide evidence for the goals that you have completed. The evidence you submit will greatly vary depending on the goals you have set for yourself. Evidence may include but are not limited to:
• Certificate or a statement of attainment or other similar documentation
• Proof of attendance for events you have attended
• Meeting minutes
• Letter of acknowledgement
• Email correspondence
• Screenshot of online forums that you have participated in
• Other similar documents
IMPORTANT:Your evidence must clearly align with the personal development plan and must clearly show that you have been able to achieve your goals within one month, as set in the plan.

2. Submit your evidence along with this completed workbook. Specifically, the evidence you submit must:
• Be relevant to the goals in your plan
• Be reflective of the criteria or indicator of success set for each goal
• Show they have been accomplished within the set timeframes

Attachment:- professional practice.rar