E Portfolios to Support CPD Narelle Hampe, The University of Newcastle Suzanne Lewis, Central Coast Local Health District
E Portfolio Project at CCLHD project overview reflective practice reflective writing
Objectives To provide library staff with an online tool to record CPD and store evidence To facilitate active reflection on CPD activities To encourage staff to undertake regular CPD To assist staff to prepare for their annual PDR
Professional Development Activities which maintain, enhance or extend the knowledge, expertise or competence of the participant. Achieve career aspirations. Maintain and improve the standards of professional practice within the workplace.
a needs analysis Project Process an evaluation of selected e portfolio platforms. development and delivery of a training program and materials in use of the selected e portfolio and in reflective practices A plan for moving forward following project implementation
Needs Analysis What are the needs and expectations of the CCLHD Libraries staff, in terms of their behaviours and attitudes toward CPD? What tasks will staff undertake within the e portfolio? What features will staff need from the e portfolio in order to accomplish these tasks?
Product Comparison Key aspects professional development; publish/share; access; technical information; cost
PebblePad
PebblePad Asset Step 1 Title & Step 2 Evidence Step 3 Reflection Step 4 View, Send, Description & Linked assets & Time spent Add or Tag
Evaluations pre implementation survey & needs assessment 2 x Training evaluations Post implementation evaluation survey interviews
Results confirmation that e portfolios are a suitable tool to support CPD; raised library staff awareness of the importance of CPD; improved staff ability to reflect on CPD; CPD reflection and planning as a voluntary element of the Performance Review process.
Moving Forward PDR process induction key element staff meetings standing item on agenda renew licenses new PebblePad interface
ALIA PD Scheme synergy between this project and the ALIA PD Health specialisation rigorous, professional approach to CPD e portfolio or MyPD tracking tool or both?
CPD Cycle
Reflection By Fcb981 (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC BY SA 3.0 (www.creativecommons.org/licenses/by sa/3.0/)], via Wikimedia Commons. Reflection can be viewed as a personal response to situations, events, experiences, or new information. Reflective practice critically examines not only the what but also the why. There is no right or wrong way to reflect Epstein, R. M, & Hundert, E. (2002). Defining and assessing professional competence. Journal of the American Medical Association, 287(2), 226 235.. Levine, R. B., Kern, D. E. & Wright, S.M. (2008). The impact of prompted narrative writing during internship on reflective practice: a qualitative study, Advances in Health Science Education, 13, 723 733. The Learning Centre, UNSW. (2008). Reflective writing. http://www.lc.unsw.edu.au/onlib/pdf/reflective.pdf Brodie, L. (2008). Reflective writing guide for students. USQ. http://www.usq.edu.au/course/material/eng1101/assessment/portfolio/s12005/reflective_writing_guide_s12005.doc
Levels of Reflection Superficial Reflection at this level is mainly descriptive; Medium At this level of reflection there is an exploration of thoughts, feelings, assumptions and gaps in knowledge as part of the problem solving process; Deep This level of reflection shows an awareness of the relevance of multiple perspectives, from contexts beyond the chosen incident, and that the experience has created a change in the reflector. Bourner, T. (2003). Assessing reflective practice. Education and Training, 45(5), 267 272.
Reflective Practice Reflective practice facilitates personal and professional growth and development, which in turn leads to improved outcomes for our library clients. Reflective practice is considered a critical dimension of professional development for all health professionals. Reflection requires routines and habits that can be learned and practiced. Schon, D. (1973). The reflective practitioner. New York: Basic Books. Loughran, J. J. (2002). Effective reflective practice: in search of meaning in learning about teaching. Journal of Teacher Education, 53 (1), 33 43.
Three Reflective Directions Killion, J., & Todnem, G. (1991). A process for personal theory building. Educational Leadership, 48(6), 14 16. Schon, D. (1973). The reflective practitioner. New York: Basic Books. Schon, D. (1987). Educating the reflective practitioner. San Francisco: Jossey Bass.
Reflection on Action After processes which occur after an event or action and influence a person s response to that experience self reflection self judgment self evaluation adaptive defensive responses
Reflection in Action During processes that occur in action which affect attention and action self control processes which focus on tasks and optimize efforts self instruction attention focusing task strategies self observation
Reflection for Action Before influential processes which precede action and set the stage for action forethought goal setting task analysis strategic planning
Enablers for Reflection self awareness description critical analysis synthesis & evaluation honesty trust insight time commitment motivation practice Atkins, S. and Murphy, K. (1994) Reflective Practice. Nursing Standard 8(39), 49 56. Atkins, S. and Murphy, K. (1993) Reflection: a review of the literature. Journal of Advanced Nursing. 18, 1188 1192.
Barriers to Reflection At different times in our professional lives we may encounter challenges to our reflective practice including: time motivation & commitment confidentiality & trust individual differences & styles skill development & growth Flinders University. (n.d.) Overcoming the barriers to reflective practice. Accessed 20 July 2012, http://ehlt.flinders.edu.au/education/reflectivepractice/reflect/overcomingthebarriers.pdf
Models of Reflection There are quite a few models of reflection to be found in the literature. CAP Model Cognitive, Affective, Psychomotor (1956) Gibbs Model (1988) Atkins & Murphy s Model (1994) John s Model (1994) What, So What, Now What Model (1994)
What, So What, Now What? What? Describe the experience; What did you do? So What? Describe what difference it makes; Outline what impact or meaning it has for you; How is this learning important? Now What? Outline what you are going to do to continue your professional development in light of this learning. Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Upper Saddle River, N.J.: Prentice Hall. Driscoll, J (1994) Reflective Practice for Practise. Senior Nurse 13(7) 47 50
Reflective Writing Reflective writing is evidence of reflective thinking. Reflective writing is most often subjective since it concerns your thoughts and emotions. It should be: Reflective; Logical; Personal; Hypothetical; Critical; Creative.
Reflecting in PebblePad Classic
Reflecting in + PebblePad
Reflective Writing Exercise read the handout provided. select a recent activity or event upon which to reflect and attempt one of the models given.
Further Reading Killion, J., & Todnem, G. (1991). A process for personal theory building. Educational Leadership, 48(6), 14 16. Schon, D. (1973). The reflective practitioner. New York: Basic Books. Schon, D. (1987). Educating the reflective practitioner. San Francisco: Jossey Bass. Somerville, D & Keeling, J. (2004). A practical approach to promote reflective practice within nursing. Nursing Times, 100(12), 42. The Learning Centre, UNSW. (2008). Reflective writing. http://www.lc.unsw.edu.au/onlib/pdf/reflective.pdf
Contacts Narelle Hampe narelle.hampe@newcastle.edu.au Suzanne Lewis suzanne.lewis@health.nsw.gov.au