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Various concepts of lifelong learning and the need for it
Various concepts of lifelong learning and the need for it
Various concepts of lifelong learning and the need for it
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Introduction
According to the Health and Care Professionals Council (HCPC) continuing professional development is defined as “the way professionals continue to learn and develop throughout their careers so they keep their skills and knowledge up to date and are able to work safely, legally and effectively.” (HCPC, 2012). Continuing professional development (CPD) is an important factor of health care professionals work and practice as it ensures that they are up to date with relevant policies and procedures, that their quality of work is of a high degree and also to benefit the service users.
CPD was originally not mandatory though it was recommended by the HCPC and was based on the amount of time that you spent carrying out CPD activities. Since 2006 it has been compulsory and is now focusing on the relevance of CPD and how it impacts upon practice. As Barnett (1994) has always promoted that, professionals must be prepared to look into how society is changing and how relevant steps are taken to shape change, embracing new practices and discarding outdated ones.
Under the HCPC legislation, CPD is required and the HCPC have a right to ensure that registrants have undertaken CPD by maintaining a written record as well as any supporting documents of how CPD has been achieved. There is not a set number of hours that has to be completed within CPD, it is dependent upon how learning outcomes have been achieved by undertaking activities that are relevant.
CPD is an important part of a health professionals work life, as it has an impact upon the individual themselves, employer and patient. CPD is a key element as the individual themselves has a responsibility to enhancing existing knowledge that they have learnt during medi...
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...ssional Development in Health and Social Care: Strategies for Lifelong Learning: Oxford, GBR: John Wiley & Sons, Ltd, Publication
Barnett, M (1993) Key elements of continuing professional development: New Zealand. Wellington: New Zealand Engineering Publisher
Barnett, R (1994) The Limits of Competence. Society for Research into Higher Education and Open University Press, Buckingham
Cross, V; Moore, A; Morris, J (2006) The practice-based educator: A reflective tool for CPD and accreditation: England: John Wiley & Sons, Ltd, Publication
Morris, C; Michie, V. (2011) Level 3 Health and Social Care Diploma: London, GBR: Hodder Education.
Stretch, B; Whitehouse, M. (2010) Btec Level 3 Health & Social Care Book 2: Harlow, Essex, GBR:Pearson Education Ltd.
The College of Radiographers. (2003) A Strategy for Continuing Professional Development London SCoR
The Scottish Government [TSG] (2005). National Care Standards - support services (revised march 2005) [PDF] available at The Scottish Government website; scotland.gov.uk/Resource/Doc/239525/0066023.pdf
Parr, Graham 2010, Inquiry-based professional learning : Speaking back to standard-based reforms, e-book, accessed 29 May 2014, .
Loiselle, C. G., Profetto-McGrath, J., Polit, D. F., Beck C. T., (2007). Canadian essentials of nursing research (2nd ed.) Philadelphia: Lippincott Williams & Wilkins.
The Open University (2010) K101 An introduction to health and social care, Unit 2, ‘Illness, Health and Care’, Milton Keynes, The Open University.
The CPA is a care management process for people with mental health and social care needs, including managing associated risks. The CPA main elements are: Assessment, Care coordinator, Care planning, Review, Transfer and Discharge. The National Standard Framework for Mental Health introduced it to supply a framework for effective mental health care (DOH, 1999; DOH, 2008; Gamble, 2005). Under CPA, John may use an Advance statement to illustrate his personal preferences and what he would like to happen in regards to his personal and home life should they come to lack capacity. These are important mechanisms for safeguarding and promoting a patient’s interests and health. The CPA is grounded in values and principles that are central to personalisation brought about when in March 2008 ‘Refocusing the Care Programme Approach’ was issued. This updated guidance highl...
...) K101 An introduction to health and social care, Unit 5,’Working with life experience’ Milton Keynes, The Open University
Being aware of what life course one’s on and the impact of transitions within a person’s life course is important for social work practice. It is important that social workers reflect on both their own and other’s experiences throughout the life course and support this understanding within the various theoretical frameworks. It helps us to understand the common themes which have affected people through the age and helps us understand why people behave the way they do in certain situations.“Understanding of life course aims to encourage us in the flexibility of imagination which is required in order to enter into the lives of people at different ages and to see the world from their point of view” (Sudbery, 2010, p.231).
The open university (2008) K101 An introduction to health and social care, block 1, unit 2, Illness, health and care, pg. 84, Milton Keynes, The open university.
During March 2016, in Stage 1 of the pharmacy degree, I attended a two day work placement in a community pharmacy as part of the Work Based Learning module within the Capability unit. The purpose of Work Based Learning is to increase engagement with learning and to develop skills specific to patient pathways. This will link to Stage 4 of the MPharm course in which the main unit is Patient Centred Care. Therefore, it is imperative that I enhance my patient education skills through my own education.
-The learning framework used must be one listed in the Education and Care Services National
Davis, C; Finlay, L; & Bullman, A. (2000) ‘Changing Practice in Health and Social Care, London: Open University Press
This is more holistic approach in the sense that it ‘involves the promotion of health, preventing of disease, the treatment of illness, the care for those who are disabled and continuous developm...
- Organisation and Management of Health Care, April 2002, Version 2.0 , Main Contributor: Katie Enock, Public Health Specialist, Harrow Primary Care Trust www.healthknowledge.org.uk
Continuing medical education (CME) is “the process by which health professionals keep up to date with the latest knowledge and advances in health care”. Today, the structured continuing medical education system cannot properly support the development of health professionals. CME has become structured around health professional participation instead of performance improvement. This has left health professionals unprepared to perform at the highest levels consistently, which could impact on health care quality and patient safety. Additionally, the lack of a mechanism for coordinating policies and positions across institutions and organizations is a major obstacle to achieving an effective CME systems.
Professional development deeps teachers understand of new teaching strategies or helps reinforce current teaching strategies. This is a time for teachers to grow as educators so they can help their students become more successful. When professional development is implemented correctly it can leave teacher feeling confident in their ability to implement new teaching techniques or it can leave teachers discourage and confused. Linda Darling-Hammond’s article discusses several different studies in professional development. These studies concluded that professional development that is given over several hours and throughout several months is more successful that professional development that is only given in a few hours and over a couple of days.